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ABSTRACT. Based on the assumption that the construction of interculturality in third places is essential for foreign/additional language teaching and learning, this paper aims at discussing how these third places are interactively constructed in real classrooms. In order to achieve that objective, I will first review some theoretical studies that have dealt with the construction of third places and interculturality in the classroom. Then, the methodological procedures will be explained. After that, I will contextualize, analyze and compare some real classroom episodes taken from different studies pointing out their different interactional features. The findings show that the episodes investigated present two types, having either an 'essentialist cultural orientation' or an 'intercultural orientation'. In the former orientation, the episodes cannot be considered third places as culture is an object constructed as an entity in its own right (Liddicoat & Scarino, 2013). On the other hand, in the latter orientation, third places seem to be constructed as teachers and learners are seemingly interactively engaged in the practice of meaning-making by confronting different points of view.Keywords: English language classroom, interaction, cultural and intercultural orientations, intercultural approach.Terceiros espaços e a construção interativa da interculturalidade na sala de inglês como língua adicional RESUMO. Partindo do pressuposto de que a construção da interculturalidade em terceiros lugares é essencial no ensino e na aprendizagem de línguas estrangeiras/adicionais, o presente trabalho tem como objetivo discutir como esses terceiros lugares podem ser construídos de forma interativa em salas de aula reais. Para atingir esse objetivo, vou, primeiramente, revisar alguns estudos teóricos que têm lidado com a construção de terceiros lugares e interculturalidade. Em seguida, os procedimentos metodológicos serão explicados. Depois disso, buscarei contextualizar, analisar e comparar vários episódios de salas de aula reais provenientes de uma gama estudos que apontam para diferentes características de interação. Os resultados mostram que os episódios investigados são de dois tipos, apresentando ou uma 'orientação cultural essencialista' ou uma 'orientação intercultural'. Na orientação cultural essencialista, os episódios não estabelecem terceiros lugares, já que "[...] a cultura é vista como um objeto em si mesma" (Liddicoat & Scarino, 2013, p. 48). Por outro lado, na orientação intercultural, terceiros lugares são construídos interativamente pelos professores e alunos envolvidos na negociação de significados por meio do confrontamento de diferentes pontos de vista.Palavras-chave: sala de aula de inglês, interação, orientação cultural e intercultural, abordagem intercultural.

Demographic analyses offer insight into the state of a population. Here, we surveyed different reef flat zones (exposed, midreef and sheltered) of six reefs over a cross-shelf gradient to characterize the population structure of Stylophora pistillata, a coral species which dominates reef flats in the central Red Sea. Phototransects were conducted at each reef flat zone, and the density of S. pistillata, the planar area of each colony, and the occurrence of partial mortality were calculated using the program ImageJ. Each colony was also assigned a color morph (yellow, purple or mixed colors). Density and mean size were extremely variable, both among reef flat zones and reefs, but overall, both metrics were lower on the midshelf reefs. The yellow color morph accounted for nearly 90% of colonies surveyed and dominated most reef flats assessed, with the exception of one site where 81% of colonies were purple morphs. There were no spatial trends in the percentage of colonies suffering partial mortality, but overall there is a positive correlation with size class and proportion of colonies with partial mortality. Despite few trends emerging from assessing individual parameters, a PERMANOVA analysis revealed differences among reef flat zones in most of the reefs, highlighting the importance of multivariate analysis. The data presented here serve as a baseline for monitoring and may identify possible future demographic changes to this important coral species in a region increasingly affected by bleaching events.

Este artigo reporta a análise da correção de erros gramaticais de duas turmas de inglês como língua estrangeira (LE) e como os alunos avaliam esse tipo de correção. Os dados são provenientes de transcrições de dez aulas de dois grupos de alunos de nível pré-intermediário, totalizando 7,5 horas de observação em cada grupo. A mesma professora lecionava para os dois grupos analisados e através de um questionário respondido pelos alunos foi possível observar as suas crenças com relação aos procedimentos de correção. A análise foi feita sob uma perspectiva sócio-cultural e revela que (1) correção explícita de erros é o tipo de estratégia de correção mais freqüentemente utilizada, e (2) os alunos gostam de ser corrigidos e consideram a correção importantíssima para o desenvolvimento de suas habilidades lingüísticas.This article presents the analysis of feedback to grammatical mistakes in two English as a Foreign Language (EFL) classrooms and how learners view this kind of correction. The data are drawn from transcripts of audio-recordings of ten classes of two pre-intermediate groups, totaling 7.5 hours of observation in each group. The two groups were taught by the same teacher, and a questionnaire was given to the learners in order to investigate their feelings about the teacher's feedback procedure. The analysis was carried out through a sociocultural perspective and reveals that (1) explicit correction is the most frequent type of feedback to grammar mistakes, and (2) learners appreciate and consider the teacher's correction highly important for the development of their language skills.

This text aims at presenting a piece of qualitative research that investigated the process by which some English as Additional Language (EAL) teachers were involved in (re) constructing their professional identity. Based on socio-interactionist perspectives, the study focuses on investigating some written and oral texts produced by a group of EAL teachers in southwest Paraná to see what these texts reveal concerning their professional identity. In relation to data generation and analysis, this study draws on data from three English workshops of an Extension Program which occurred from March 2012 to June 2013. In those workshops, concepts and ideas related to teachers' professional identity and subjectivity, teacher's social role in public schools, as well as teaching practices were widely discussed. Six in-service teachers attended the workshops regularly and produced oral and written texts of different genres, such as oral discussions and written autobiographies and reports. Some of those texts were, then, selected and analysed. Results show that a) the participant-teachers' identities seem to be fragmented and a life-long process; b) teachers see themselves in constant change and in professional development due to the changes in relation to the EAL teacher's role in public schools and to the EAL status in the world; c) the EAL teachers' life trajectories, including social positions (in family, school, work, and in other different social contexts), are essential in the construction of their professional and academic identities.