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Title of the item:

UMA COMPREENSÃO ETNOMETODOLÓGICA DE APRENDIZAGEM E PROFICIÊNCIA EM LÍNGUA ADICIONAL. (Portuguese)

Title:
UMA COMPREENSÃO ETNOMETODOLÓGICA DE APRENDIZAGEM E PROFICIÊNCIA EM LÍNGUA ADICIONAL. (Portuguese)
Authors:
de la O López Abeledo, María
Fortes, Melissa Santos
de Moraes Garcez, Pedro
Schlatter, Margarete
Alternate Title:
AN ETHNOMETHODOLOGICAL UNDERSTANDING OF ADDITIONAL-LANGUAGE LEARNING AND PROFICIENCY. (English)
Source:
Trabalhos em Lingüística Aplicada; Jan-Jun2014, Vol. 53 Issue 1, p131-144, 14p
Abstract (English):
Analyses of two interactional segments excerpted from two data sets are offered here to describe actions that accomplish doing learning an additional language and doing being a member in language testing interviews. The first data set is composed of 24 hours of audiovisual records of interaction in Spanish-as-an-additional-language classes in Brazil (ABELEDO, 2008) and the second amounts to 10 hours of audio records of Celpe-Bras oral-proficiency testing interviews (FORTES, 2010). In these representative analytic samples from larger studies, participants are shown to deploy description and categorization practices (SACKS, 1992; SCHEGLOFF, 2007a) that they treat as acceptable and intelligible to maintain their intersubjectivity (GARFINKEL, 1967), and they orient to such practices in the additional language as preferable. Attribution and ratification of membership categories among interactants are also shown to be crucially operative in both data sets: for doing learning, participants attribute and ratify institutional categories (SCHEGLOFF, 1992) while displaying comembership in the linguistic community of practices that they simultaneously engender, thus reorganizing their participation (GOODWIN; GOODWIN, 2004); for doing being a member during language testing interviews, participants assign each other locally relevant categorizations around [being from here] and [being from there]. Results allow us to conceive of additional-language learning as the ongoing interactional work that is inseparable from participation, and call for the development of valid oral-proficiency language assessment criteria increasingly attuned to the fact that language is used for doing things in the world (CLARK, 1996). [ABSTRACT FROM AUTHOR]
Academic Journal
Copyright of Trabalhos em Lingüística Aplicada is the property of Universidade Estadual de Campinas - Portal de Periodicos Eletronicos Cientificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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