The constitution of pedagogic discourse and its implications in foreign language classes
DOI:
https://doi.org/10.5433/2237-4876.2007v10n2p139Keywords:
Pedagogic discourse, Foreign language, Communicative competence.Abstract
The present article reports an ethnographic research that has the purpose of investigating how a teacher organizes, structures and regulates her discourse in a foreign language class. In order to carry out this study, data were collected in the English classes of a private school by means of tape recordings of classes and field notes by the teacher and by an observer. The data were analyzed in light of Bernstein’s pedagogic discourse, the regulative and instructional register. This study emphasizes that teacher’s discourse is organized to promote interaction in the class (the regulative register) and to promote input in the foreign language (instructional register). Above all, it is claimed that the use of the foreign language in both registers (regulative and instructional) promote more opportunities for the learners to develop the communicative competence in the foreign language, in this case, in English.
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