WHEN ARE WE READY TO TEACH? LANGUAGE SOCIALIZATION: THE LANGUAGE TEACHER CHALLENGES IN INITIAL TRAINING

Abstract

ABSTRACT: This work presents reflections on teacher education based on an extension project and the way such situated practices shape and contribute to language acquisition and performance. Study participants are graduates of the Literature/Letters course and draws upon their reflections on how to act and think about the classroom, as well as the materials, based on the project developed with teachers of Basic Education in the state of Paraná. The data were materialized from the socialization of language as proposed by the authors Baquedano-Lopez (2002), Occhs and Schiffellin (2000), and also supported by the perspective of an undisciplinary linguistics as defended by Moita Lopes (2000) and the present border thinking in studies of Anthropology as well as Critical Applied Linguistics about decoloniality (MIGNOLO, 2012). The concepts were adopted to think about practices and the way they are articulated by our sayings in contexts of meaning making through teaching formation by understanding that this is a very important key to be explored in the field.

Keywords: teaching formation; language socialization; extension;