Vol 4, No 7 (2005): July-December

This article refers to a reflection about the implications the recognition of the interaction and language relation has in analysis models of classroom interaction. For this purpose, at the beginning, there is a brief explanation about the way authors understand learning and teaching; later, interaction in the classroom is characterized as a particular social practice; then, it is intended to put in evidence the relation teaching-learning and language. In the fourth moment, there is a historical review about research approaches focused in this objective, followed by a reflection about some of the implications derived from methodological decisión making in agreement with conceptions presented in the first part. Finally, the article closes with some ideas which the authors hope help as a reflection for those interested in research in classroom interaction.

In this article, presented as the final report of the research “Juvenile Audiences’ Education: a pedagogical proposal before media consumption habits,” there is a phenomenological analysis of social communication media consumptions such as: television, radio, press, and Internet. In this analysis, we call the attention about the need for educating audiences as a reply to the needs of juvenile population’s criterion formation, where despite the evidenced critical sense there has been established factors which participate in the full execution of freedom.

In this article, we talk about intercultural communication from a pragmatic point of view. We will present, in detail, interaction notions, context, culture, and the proxemic theory. These factors will serve as a reflection around testimonies provided by an intercultural communication seminar held at the campus of Lovaina the New, in Belgium. Finally, we will present some notions of cultural shock, negotiation, and meta-communication, as key concepts to face conflicting intercultural relations and for achieving a satisfactory cultural integration.

This research becomes an effort of IMAGO group for advancing in its contributions to the complex and rich relation between communication and education. It collects ideas that the authors have developed in the last years in the field of image and, particularly, the developing of the image in classrooms. This text goes away from deep conceptualization and focuses in offering a tool for using image as a didactic mediation in the educative processes. In this way, authors use elements of the video and its different didactic use possibilities. They also put into operation a brief conception of didactics, in order to bring the reader close to the concepts from which their proposal has been worked. Based on this, the research offers a step by step o an organized process which offers the reader some important keys to take advantage of the audiovisual image in methodologies and educative didactics. Video in the classroom before, currently, and after become keys that playing to the simile of video production (Pre-production, production, post-production) allow state the didactic proposal.