A study of interaction and responsiveness process in native and foreign language classes

Abstract

In this article, we argue that the classroom serves as a locus of human interaction, where students develop social, cognitive, and linguistic skills. The study investigates forms of interaction and responsiveness within a high school class during Portuguese and English language lessons at a public school in Southwest Bahia, Brazil. The theoretical framework draws on Bakhtin's (1998; 2011; 2016) and Volóchinov's (2017) principles regarding the dialogical nature of language to understand interaction and responsiveness in educational settings. Additionally, Dolz and Schneuwly's (2004) studies on school genres and extralinguistic aspects influencing communication among individuals are considered, as genres are social practices that articulate school-related objects. The research employs ethnographic tools such as classroom observation and field notes. Analysis of the data reveals that school interactions are mediated by discursive genres, which activate different forms of responsiveness to the teaching activities in Portuguese and English classes. The study also identifies genres that foster greater student engagement compared to others.