The Identification Process within the Practice of Assistance to Students with Difficulties Majoring in English as a Foreign Language

In this paper I present results of a research with students under training supervision to teach extra classes to other students who have difficulty in following the regular English subjects in the beginning of their Major in Languages. Based on a theory of discourse informed by psychoanalytical prop...

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Published inRevista brasileira de lingüística aplicada Vol. 9; no. 2; pp. 563 - 582
Main Author de Souza Neves, Maralice
Format Journal Article
LanguagePortuguese
Published 01.01.2009
Subjects
Cultural Factors
Discourse Analysis
English as a Second Language Learning
English as a Second Language Teaching Methods
Error Analysis
Learning Disabilities
Psychoanalysis
Self Concept
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ISSN1676-0786

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Summary:In this paper I present results of a research with students under training supervision to teach extra classes to other students who have difficulty in following the regular English subjects in the beginning of their Major in Languages. Based on a theory of discourse informed by psychoanalytical propositions, I investigate moments of identification within their teaching experience. In this case, identities are conceived as being in constant construction, since subjectivity is alienated to language & determined by historical-cultural conditionings. The analyses indicate representations of the good student, the good teacher, their notion of knowing a language, & their treatment of errors. I end the paper proposing that the process of learning & teaching takes place within a process of identification & remembering that the two things happen by chance when the desire to teach meets the desire to learn. Adapted from the source document
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ISSN:1676-0786