Abstract
The present study aimed to comparatively analyze the potential of BBC Learning English and Memrise platforms, in inclusive English teaching. This is a qualitative-interpretative research based in exploratory approach which methodological-theoretical framework is anchored to the Bakhtinian dialogic language conception, to the second language acquisition theory to the Computer-Assisted Language Learning theory), to multiliteracies; and to the English use as a Lingua Franca. For the analysis, we have built a matrix based on the English language acquisition context. The analysis steps ran through the evaluation matrix building, the exploration and development of a comparative study of BBC learning and Memrise platforms on the defined parameters. To the parameters building, the linguistic, methodological, and accessibility aspects in the websites were considered. After analyzing BBC learning English and Memrise, it was identified that they do not encompass dialogical language acquisition and the concept of multiliteracies.
Highlights
In contemporary times, social networks have been consolidated as a space-time of discursive practices, changing the way people interact and connect with themselves in society
As there are no parameters to create language learning platforms, it is not possible to know whether they foster current methodologies of language teaching
For an individual to interact linguistically in a non-native context, the process of teaching second language needs to mobilize the distinction between signs and signals; as well as inserting the student in the discursive flow of the target language
Summary
Social networks have been consolidated as a space-time of discursive practices, changing the way people interact and connect with themselves in society. Considering the interlocutors, Volóchinov (2017) states that, the main assignment of comprehension is not the recognition of a linguistic form, but the understanding that, in a given context, a statement has a certain meaning In this case, for an individual to interact linguistically in a non-native context, the process of teaching second language needs to mobilize the distinction between signs and signals; as well as inserting the student in the. Despite the fact that the theory of acquisition of L1 and L2 has a structuralist basis, by arguing that linguistic interaction enables the speaker to acquire language, it opens to the idea that language is the result of the aforementioned It is constituted through discursive crossings and organized in social-historical relations of a community. In the constant search for qualification of the L2 acquisition process, different methodologies have been used in our work, so some retakes to direct our discussion of the contents will be made
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