ADDITIONAL LANGUAGES AT HIGH SCHOOL: FROM THE ZONE OF (IN)DIFFERENCE TO THE ZONE OF TRANSFORMATION

Abstract

In the present paper, we argue that traditional stereotypes related to the language learners such as non-native speaker; prejudices regarding the way communicative practices across languages take place may darken the communicative practices that arise locally. Such situated practices, as long as recognized, have the potential to become resources for the organization of learning and to broaden one’s participation in various domains of everyday life. It is noteworthy that any possibility of widening participation is mediated by locally situated interaction, which is open to interpretation. We understand that, in an additional language, people may be able to use situated communicative practices to participate in experiences with the emerging language and thus achieve their social goals. We conclude that failure to recognize the wealth of heterogeneity that may arise locally is a great loss and in order to recognize and interpret it in real time there is a need to overcome the conception of language as a modern and static object. Based on the principles of Critical Applied Linguistics and Sociocultural Studies, we seek to present a theoretical discussion about the need for understanding communicative practices at school beyond the traditional standards, which are grounded on essentialized structures and on a monolingual ideology.

Keywords

• Additional language
• Heterogeneity
• Communicative practices