Language capacities of a "dyslexic" English language learner

TONELLI, JULIANA REICHERT ASSUNÇÃO

doi:10.1590/S1413-24782017226805

Acessibilidade / Reportar erro

Brasil

Revista Brasileira de Educação

Español English

Brasil

Español English

sumário « anterior atual seguinte »

Sumário

ARTICLES • Rev. Bras. Educ. 22 (68) • Jan-Mar 2017 • https://doi.org/10.1590/S1413-24782017226805 copy

Language capacities of a "dyslexic" English language learner

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

Based on the concept of language as a socially organized activity, which allows human communication and work as an action instrument for social practices (Bronckart, 2003Bronckart, J.-P. Atividades de linguagem, textos e discursos. Por um interacionismo sociodiscursivo. Tradução de Anna Rachel Machado. São Paulo: EDUC, 2003., 2006, 2007______. A atividade de linguagem em relação à língua: homenagem a Ferdinand de Saussure. In: Guimarães, A. M. M.; Machado, A. R.; Coutinho, A. (Orgs.). O interacionismo sociodiscursivo: questões epistemológicas e metodológicas. Campinas: Mercado de Letras, 2007. p. 19-42.), we refute the concept of dyslexia traditionally (re)cognized as a learner's written language learning disability (Massi, 2004aMassi, G. A outra face da dislexia. 2004. Tese (Doutorado em Letras) - Universidade Federal do Paraná, Curitiba, 2004a., 2007______. A dislexia em questão. São Paulo: Plexus, 2007.). The objective of this work is to present a case study in which a "dyslexic" student attended English language classes and a didactic sequence (Dolz; Noverraz; Schneuwly, 2004Dolz, J.; Noverraz, M.; Schneuwly, B. Sequências didáticas para o oral e a escrita: apresentação de um procedimento. In: Rojo, R.; Cordeiro, G. (Orgs.). Gêneros orais e escritos na escola. Campinas: Mercado de Letras, 2004. p. 95-128.) developed to teach the referred language. Results showed that the activities included in the didactic sequence to explore the research subject's linguistic-discursive capacity - a capacity directly related to the use of lexical items and grammatical rules - (Dolz; Pasquier; Bronckart, 1993______.; Pasquier, A.; Bronckart, J.-P. L'acquisition des discours: émergence d'une compétence ou apprentissage de capacités langagières? Études de Linguistique Appliquée, Paris: Société Nouvelle Didier Érudition, n. 102, p. 23-37, 1993.) revealed the subject's learning possibilities and language capacities thus deconstructing his severe dyslexic diagnosis.

KEYWORDS:
dyslexia; the teaching and learning of english; language capacities; didactic sequence

Typeof Operation	Operations involved	Definitions	Examples
1) Textualization Operation	Connection Operations	Different levels of text organization are explained.	Organization among the parts, discourse segments, interventions, separations, integration between the discourses, etc.
	Nominal Cohesion Operations	Introduce arguments and organize the recovery in the text sequence.	Use of anaphoras.
	Verbal Cohesion Operations	Reestablish the recovery between predicate series or verbal syntagma.	Including the choice of verbs and verbal inflections that will give meaning to the thematic coherence.
2) Enunciative Voices		Developed by two types of operations: the different enunciative voices present in the text (author, character, others), and the modalization expressions commented and assessed within the thematic content by the author and the characters.	These modalizations can provide a value of truth, express obligation, right, pattern, and appreciation.
3) Enunciation Construction Operation		Comprise sentences and statements: a sentence, as simple as it may be, only reveals its real meaning depending on the context in which it is produced. Intonation is considered as part of the physical context, since it can provide several meanings to a sentence. The bond established within a statement is based on the possibilities of interference of information due to the discursive memory of the speakers.
4) Lexical Choices	Words with semantic variations, containing precise syntactic and phonological properties.	Constitute a set of operations that strongly interact with other levels, since lexical elements are organized in the memory of the speakers and nominal cohesion operations that place them in greater evidence.

ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação Rua Visconde de Santa Isabel, 20 - Conjunto 206-208 Vila Isabel - 20560-120, Rio de Janeiro RJ - Brasil, Tel.: (21) 2576 1447, (21) 2265 5521, Fax: (21) 3879 5511 - Rio de Janeiro - RJ - Brazil
E-mail: rbe@anped.org.br

Acompanhe os números deste periódico no seu leitor de RSS

[1] ABOUT THE AUTHOR

Juliana Reichert Assunção Tonelli has a doctorate in language studies from the Universidade Estadual de Londrina (UEL). She is a professor at the same institution.

E-mail: teacherjuliana@uol.com.br