Abstract
Theoretical foundations of the Swiss School of Socio-Discursive Interactionism (SDI), North American Rhetorical Genre Studies (RGS) and the Brazilian School of SDI are reviewed, compared, and contrasted, and the similarities and differences in their key features and perspectives on genre analysis and pedagogy are discussed. The Brazilian School of SDI is identified as an expansion of Swiss SDI. The reviewed approaches are shown to be somewhat complementary. The recommendations are made for the future hybrid use of the Brazilian School of SDI and RGS in pedagogical applications.
Highlights
In 1996, Hyon described three Anglophone research traditions in genre studies as English for Specific Purposes (ESP), North American New Rhetoric theory, and the Australian Sydney school of genre based on systemic functional linguistics (SFL)
We support Vian-Jrs (2015) position regarding the variability and hybrid nature of Brazilian perspectives on genre and continue the discussion by describing and comparing and contrasting the Franco-Swiss Socio-Discursive Interactionism (SDI) School, North American Rhetorical Genre Studies (RGS) and the Brazilian School of SDI, demonstrating that the Brazilian school of SDI is an expansion on Swiss SDI, and indicating possibilities for a hybrid use of the Brazilian School of SDI and RGS
Over the past 30 years, there has been a large number of publications (e.g., ARTEMEVA; FREEDMAN, 2006, 2015; BAZERMAN; BONINI; FIGUEIREDO, 2009; FREEDMAN; MEDWAY, 1994) focusing on Rhetorical Genre Studies, an approach originally used in genre research in English
Summary
In 1996, Hyon described three Anglophone research traditions in genre studies as English for Specific Purposes (ESP), North American New Rhetoric theory (more recently referred to as Rhetorical Genre Studies, or RGS), and the Australian Sydney school of genre based on systemic functional linguistics (SFL). We support Vian-Jrs (2015) position regarding the variability and hybrid nature of Brazilian perspectives on genre and continue the discussion by describing and comparing and contrasting the Franco-Swiss SDI School, North American RGS and the Brazilian School of SDI, demonstrating that the Brazilian school of SDI is an expansion on Swiss SDI, and indicating possibilities for a hybrid use of the Brazilian School of SDI and RGS Such a discussion is important to better understand the approaches to teaching multiliteracies based on the Brazilian School of SDI, including the proposals for and development of pedagogical materials. We start our discussion by introducing the original Swiss School of SDI and its approach to genre
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