Dialogical-polyphonic discursivity in teacher education

Abstract

In an inter/transdisciplinary approach that involves Applied Linguistics, French Discourse Analysis and Dialogical Discourse Analysis, I investigate, in this paper, the discursivities about oral-enunciative competence in English constructed by some subjects when occupying distinct discursive places – undergraduates (first synchrony – 1997) and graduates (second synchrony – 2005) majoring in Foreign Languages. In the social formation from where they enunciate, in each synchrony, the participants construct discursivities in a way that they inscribe themselves in discursive formations that coexist by dialogical and polyphonic relations (resonant, consonant, dissonant and dissent) that reveal their polyphonic referentiality.