INSTRUCTION TO THE DOUBLE IN FOREIGN LANGUAGE TEACHER INITIAL EDUCATION
PATHWAYS AND ALTERNATIVES
DOI:
https://doi.org/10.47456/cl.v14i29.31914Keywords:
Teacher initial education, Foreign Language, Instruction to the DoubleAbstract
This text has as its main goal to describe the modifications that take place in the interaction promoted by Instruction to the Double when it is deployed in the context of Foreign Languages teacher initial education. For this purpose, the procedure is presented as it was first designed in the 1970s, followed by a discussion about its (re)interpretations and adjustments promoted by Clinic of Activity. Data was generated by the implementation of a sequence of Instruction to the Double sessions with two teachers in initial education – one of them teaching English and the other one teaching French. The texts generated during the interaction between the researcher/teacher educator and the doubles/teachers in initial education were analyzed following the procedures set by Socio-discursive Interactionism. The context of research about teacher initial education influenced not only the way in which the procedure was managed but also the language activity built by the interlocutors. It seems that the representations about the social roles played by the participants during face to face interaction constitute the main factor leading to modifications.
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