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Angela B. Kleiman (2006)
Publisher: Universidade de São Paulo
Journal: Filologia e Linguística Portuguesa
Languages: English
Types: Article
Subjects: Social agency, Teacher education, Academic literacy, Philology. Linguistics, P1-1091

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This paper contrasts the concepts of literacy teacher and literacy agent, in relation to the literacy acquisition modes of the two groups. Based on interaction and dialogic theory of language, we present data from a large project involving five universities, that show how teachers and popular educators represent and position themselves in their interaction with academic professors and researchers and we argue that the differences point towards the construction of differently situated relational identities.
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