A View of Language as a Social Practice:
principles for teaching additional languages to children
DOI:
https://doi.org/10.5433/2237-4876.2022v25n2p78Keywords:
Social practice, Childhood, Additional languagesAbstract
Based on the understanding of language as a social practice (CLARK, 2000; SCHLATTER,
GARCEZ, 2012), we propose in this article principles for planning proposals in additional
language for children: a) engagement in childhood-related social practices; and b) building
up the repertoire to be employed in the social practice in focus. These principles are in line
with the concepts of additional language (LEFFA; IRALA, 2014; SCHLATTER, GARCEZ,
2012) and repertoire (BUSCH, 2015) and aim to reorganize the way we conceive and plan
language teaching in and for childhood contexts. The reorganization discussed in this article
aims at a shift from a structuralist language view (LEFFA; IRALA, 2014) towards a more
comprehensive view that expands the possibilities of learner engagement in social practices
through this language. To this end, we exemplify possibilities for the redesign of pedagogical
practices and reflect on this paradigm shift.
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