ORALIDADE E MULTILETRAMENTOS: UMA PROPOSTA DIDÁTICA PARA O TRABALHO COM CONVERSAÇÃO EM LÍNGUA INGLESA

Abstract

Considering the cultural and linguistic multiplicity of the contemporary world, in which reading, writing and orality relate in different ways, with new forms of communication and interaction (ROJO; MOURA, 2022), this work aims to discuss the development of orality by the contributions of the Pedagogy of Multiliteracies, through a didactic proposal focused on English conversation class. For that, this paper presents a bibliographic research about the theoretical findings that surround the development of orality, highlighting some fundamental characteristics, using as main references Brown (2001), Goh e Burns (2012) e Thornbury e Slade (2006). This study also presents a general understanding of how these aspects related to orality are approached in English conversation courses. As part of the bibliographic research, it presents a theoretical understanding about the Pedagogy of Multiliteracies, reflecting on how it can contribute to the development of orality in the English language. Lastly, this work presents and reflects about a pedagogical proposal to teach English conversation based on multiliteracies in a three-classes didactic unity. This study shows a way to develop a teaching practice for orality that considers the different semiosis and language multiplicity of a multiliteracy education.