While the Language for Specific Purposes approach presupposes velocity, the sociodiscursive interactionism theory (BRONCKART, 2003; 2006; 2008; SCHEUWLY; DOLZ, 2004) postulates a processual work, organized in didactic sequences which aim at the development of language capacities necessary to act in particular contexts. This perspective requires several hours of study focused on a given textual genre to ensure the comprehension of language as a social practice and of text as a semiotic instrument, which allows effective verbal communication in singular situations. Aligned with this perspective, the challenges of this paper are to analyze and illustrate possible and necessary adjustments in the Swiss proposal that can be applied to the learning-teaching process of languages for specific purposes.
learning-teaching process of languages for specific purposes; sociodiscursive interactionism; language capacities; didactic sequences
