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"This lesson" vs. "Our lesson": Pragmalinguistic strategies towards learners' engagement in vulnerable elementary classrooms in Santiago de Chile

"This lesson" vs. "Our lesson": Pragmalinguistic strategies towards learners' engagement in... AbstractThis paper is a research study of an interdisciplinary and exploratory kind drawing on a case study undertaken in elementary classrooms in socio-economically disadvantaged areas of Santiago de Chile. Having combined Linguistics for Education Studies and Corpus Linguistics approaches, the analysis of pragmalinguistic choices (i.e. personal pronouns, other lexical choices marking in-group relations) used in the introductory parts in a corpus of 50 lessons recorded in an elementary school setting there comes to be a key strategy for teachers' and learners' involvement in classroom interaction The pragmalinguistic strategies evidenced in teachers' and learners' output have come to confirm the role of communicative strategies to promote participants' engagement in the teaching/learning process. In other words, teachers create an in-group relation, a solid sense of belonging and empathy among the participants in the teaching-learning context from the opening communicative stances in use to overcome less advantaged home and community cultural settings. The research findings also point to further studies to devise pedagogic tools addressing the specific contexts under scrutiny. Thus, a Teacher-Learner rapport is conveyed primarily through teachers' language choice, which is seen as the main force for learners' engagement in disadvantaged settings. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Lodz Papers in Pragmatics de Gruyter

"This lesson" vs. "Our lesson": Pragmalinguistic strategies towards learners' engagement in vulnerable elementary classrooms in Santiago de Chile

de Sousa, Alcina Pereira; Ivanova, Anna
Lodz Papers in Pragmatics , Volume 15 (1): 27 – Jul 26, 2019
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Publisher
de Gruyter
Copyright
© 2019 Walter de Gruyter GmbH, Berlin/Boston
ISSN
1898-4436
eISSN
1898-4436
DOI
10.1515/lpp-2019-0005
Publisher site
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Abstract

AbstractThis paper is a research study of an interdisciplinary and exploratory kind drawing on a case study undertaken in elementary classrooms in socio-economically disadvantaged areas of Santiago de Chile. Having combined Linguistics for Education Studies and Corpus Linguistics approaches, the analysis of pragmalinguistic choices (i.e. personal pronouns, other lexical choices marking in-group relations) used in the introductory parts in a corpus of 50 lessons recorded in an elementary school setting there comes to be a key strategy for teachers' and learners' involvement in classroom interaction The pragmalinguistic strategies evidenced in teachers' and learners' output have come to confirm the role of communicative strategies to promote participants' engagement in the teaching/learning process. In other words, teachers create an in-group relation, a solid sense of belonging and empathy among the participants in the teaching-learning context from the opening communicative stances in use to overcome less advantaged home and community cultural settings. The research findings also point to further studies to devise pedagogic tools addressing the specific contexts under scrutiny. Thus, a Teacher-Learner rapport is conveyed primarily through teachers' language choice, which is seen as the main force for learners' engagement in disadvantaged settings.

Journal

Lodz Papers in Pragmatics – de Gruyter

Published: Jul 26, 2019

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