"Don't Tell My Father": Important Lessons Learned Through EFL Classroom Small Talk

dc.creator	Faviola Romero Mayoral
dc.creator	Gerrard Edwin Mugford Fowler
dc.creator	Víctor Daniel González Cabrera
dc.creator	Miguel Adrián Leonel de Cervantes Orozco
dc.creator	Gabriela Ayala González
dc.date	2011-10-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:16:50Z
dc.date.available	2015-07-20T22:16:50Z
dc.identifier	1657-0790
dc.identifier	https://doaj.org/article/c52661208fc4488da26c744b8f1652c0
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/18684
dc.description	All too often phatic communion is neglected in the English as a foreign language classroom or relegated to the level of formulaic language which merits little or no attention. In this article we argue that phatic communion plays an important role in establishing, developing and maintaining interpersonal relationships between teacher and learners which can be seen in terms of solidarity and supportiveness. Furthermore, small talk offers one of the few opportunities for students to engage in meaningful communicative interaction in the English as a foreign language classroom which is largely characterised by non-authentic language activities. Using classroom data, we attempt to show that teachers and students actively look for ways to enhance personal relationships as they boost the face of other interactants.<br>A menudo se descuida la "comunión fática" en los salones donde se imparte el inglés como lengua extranjera o se baja al nivel de una fórmula lingüística que merece poca o ninguna atención. En este artículo sostenemos que la "comunión fática" juega un papel importante al establecer, desarrollar y mantener las relaciones interpersonales entre maestro y alumno, lo cual puede ser visto en términos de solidaridad y apoyo. Además, la comunión fática ofrece una de las pocas oportunidades para que los estudiantes participen de manera significativa en actividades de comunicación en el aula de inglés como lengua extranjera, la cual se caracteriza por sus actividades no auténticas del lenguaje. Utilizamos la información del aula para mostrar que los maestros y alumnos buscan maneras de mantener una relación personal mientras impulsan su "imagen" entre otros interactuantes.
dc.language	English
dc.publisher	Departamento de Lenguas Extranjeras, Universidad Nacional de Colombia.
dc.relation	http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-07902011000200006
dc.relation	https://doaj.org/toc/1657-0790
dc.rights	CC BY
dc.source	Profile Issues in Teachers' Professional Development, Vol 13, Iss 2, Pp 73-84 (2011)
dc.subject	comunión fática
dc.subject	inglés como lengua extranjera
dc.subject	lenguaje interpersonal
dc.subject	English as a foreign language
dc.subject	interpersonal language
dc.subject	phatic communion
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	"Don't Tell My Father": Important Lessons Learned Through EFL Classroom Small Talk
dc.type	article