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Linguistic Approaches to Portuguese as an Additional Language
Edited by Karina Veronica Molsing, Cristina Becker Lopes Perna and Ana Maria Tramunt Ibaños
[Issues in Hispanic and Lusophone Linguistics 24] 2020
► pp. 283–297

The linguistic and anthropological dimensions within enunciation in additional languages

A look at a Portuguese language instructional setting

| University of Arizona

Drawing from enunciative linguistics (Benveniste, 1966; 1974) and the anthropology of enunciation (Dessons, 2006), this study suggests that both teacher and student discourses are rooted in speaker and language analyst categories. Analysis of dialogues between a teacher and her students in a Portuguese as an additional language classroom revealed two mechanisms: (1) the teacher’s history of utterances, and (2) the learners’ inquiries. Both mechanisms address reorganization of form and meaning based on previous experiences in the language. Importance of language awareness and implications for teacher education are discussed.

Keywords: Portuguese as an additional language, discourse, enunciation, teacher education, Benveniste
Article outline
  • Introduction
  • 1.Discourse positioning: Speakers and language analysts
    • 1.1Intersubjectivity as the main element of culture
    • 1.2The linguistic and anthropological dimensions within enunciation
  • 2.Context
  • 3.Analysis
  • 4.Discussion
  • 5.Implications
  • Notes
  • References
Published online: 26 March 2020
DOI logo
https://doi.org/10.1075/ihll.24.11som
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