Dialogue and hegemony : sociolinguistic analysis of 'Charlas' for critique and praxis

Abstract

A theoretical framework for discourse analysis is presented focusing on the themes of the formation of hegemony through dialogue and the development of critique and praxis through informal interaction. Sociolinguistic inquiry in traditional elementary and secondary classrooms has contributed to expanding knowledge related to student capacity development and teacher preparation. A similar discourse analytic approach may also be directed to adult learners in traditional and community-based settings to increase understanding about the phenomenon of adult adaptation to new community environments. The lessons of immigrants and their learning facilitators of problem solving and adaptation to new circumstances should be a value to educators, teacher educators and policy makers seeking authentic participation, capacity growth and sustainable development, particularly in the culturally hybridic Mediterranean region.