One of the challenges we have in the context of basic education, in languages teaching, in South America is to reconceptualize classroom dialogue in the face of plurilingualism in its diverse current cultural manifestations. We are investigating the dialogic speech from the perspective of Jakubinskij (2018) and the concept of functional language of Coseriu (1992) with the purpose of contributing to the professional teaching practice in language teaching. The methodology we develop aims to provide assessment tools for professional teaching practice, based on the discursive-textual interaction in the classroom.
Riestra, D. (2019). Dialogue and plurilingualism in the classroom. Revista Chilena De Pedagogía, 1(1), 71–84. https://doi.org/10.5354/2452-5855.2019.55635
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