Andrioli2026
| Andrioli2026 | |
|---|---|
| BibType | ARTICLE |
| Key | Andrioli2026 |
| Author(s) | Fernanda Andrioli, Ana Cristina Ostermann |
| Title | O fazer ser professor/a: o trabalho interacional
de professoras de língua inglesa em sequências instrucionais |
| Editor(s) | |
| Tag(s) | EMCA, interactional work, Additional Language Teaching, Additional Language Learning, Recipient Design, Multimodal Conversation Analysis |
| Publisher | |
| Year | 2026 |
| Language | Portuguese |
| City | |
| Month | |
| Journal | DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada |
| Volume | 42 |
| Number | 2 |
| Pages | 1-25 |
| URL | Link |
| DOI | https://doi.org/10.1590/1678-460X202642270144 |
| ISBN | |
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Abstract
The process of teaching and learning is primarily accomplished through interaction. Interaction plays an even more significant role when we discuss the process of teaching and learning an additional language. This paper examines the interactional work of EAL teachers in order to identify recurrent resources that constitute this work and thus contribute to a broader understanding of what is referred to as ‘teacher talk’. We analyze 15 instructional sequences that were audio and video-recorded during EAL lessons in a private course. We conduct a moment-by-moment analysis of teachers’ interactional work using Ethnomethodological Multimodal Conversation Analysis (Sacks, 1992; Schegloff, 2007; Mondada, 2014; Konrad; Ostermann, 2020). We have identified that a common feature of this practice is the exuberant adjustment, which is accomplished through two main strategies: (1) interactional dramatization - by embodied actions and prosodic elements - and (2) code-switching. In addition, the analysis reveals that these adjustments demonstrate the teachers’ orientation toward students’ understanding.
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