LINGUISTIC AND DISCURSIVE PRACTICES IN INSTITUTIONAL COMMUNITIES OF PRACTICE: CONTRIBUTIONS FROM INTERACTIONAL SOCIOLINGUISTICS IN PORTUGAL AND MOZAMBIQUE

Abstract

This study analyses linguistic-discursive practices in institutional communities of practice, highlighting the contributions of Interactional Sociolinguistics to understanding professional learning processes and their implications for pedagogical innovation. This study aims to analyse how linguistic-discursive practices structure participation, the negotiation of meanings, and the construction of professional identities in institutional communities of practice, in the light of Interactional Sociolinguistics, while also exploring their implications for teaching and learning environments, including e-learning contexts. The research adopts a qualitative, exploratory, and descriptive approach, based on bibliographic review and document analysis of relevant scientific studies and publications on institutional contexts in Portugal and Mozambique. Results indicate that strategies such as turn-taking organisation, adaptation of linguistic registers, and the contextualised use of institutional jargon are decisive for effective participation and the construction of shared meanings. It is concluded that integrating principles of Interactional Sociolinguistics into the analysis of linguistic-discursive practices contributes to understanding participation in institutional communities of practice and professional learning processes, fostering more reflective, inclusive, and effective pedagogical practices, with particular relevance for the design of digital learning environments.