Genres and the appropriation of knowledge: recognizing language practices in the classroom

Abstract

Any social activity presupposes linguistic actions. It seems to be essential, therefore, that L1 teaching classes at different levels should focus on the different teaching levels and on interactional social dynamics as a means of getting the intended learning processes underway. From this point of view, this article discusses the relevance of using genres - conceived as forms of interactional activity - in order to assure the construction of essential knowledge for individual action in the diverse language practices a social subject may face.