Linguistic Approaches to Portuguese as an Additional Language

Drawing from enunciative linguistics (Benveniste, 1966; 1974)1 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 b