Translanguaging in Brazilian bilingual education: analyzing attitudes and perceptions of translanguaging practices in fifth-grade students and their teachers

Autores/as

DOI:

https://doi.org/10.21680/1517-7874.2023v25n1ID29882

Resumen

Grounded in the translanguaging theory, which as a decolonial theory and pedagogy frames languages as a unified semiotic repertoire, this study explores participants’ attitudes and perceptions toward their translanguaging practices. The investigation examines the answers to Questionnaires for Linguistic Characterization and Use completed by fourteen students and three of their teachers at a bilingual school in Southern Brazil. The teachers also answered a written interview. Results showed a solid stance for language separation in formal contexts, contrasting with a positive attitude toward multilingual behavior. Despite students and teachers prioritize the use of the target language, translanguaging practices are clearly manifested in class. Considering these results, translanguaging pedagogy seems to be valid for minority language development contexts, in which educators are committed to promoting the translanguaging corriente to promote biliteracy by valuing bilinguals’ repertoire to create fluid and dynamic spaces allowing learners to critically convey their thinking.

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Biografía del autor/a

Maryvone Cunha de Morais, Pontifícia Universidade Católica do Rio Grande do Sul

Maryvone Cunha de Morais holds a master's degree in Letras/Linguistics from the Pontifical Catholic University of Rio Grande do Sul (2020–2022). She completed the Lato Sensu postgraduate course in Bilingual Education at Instituto Ivoti (2019) and has a degree in Letras - English from the State University of Ceará-UECE (2013). She has been a teacher since 2001, and in the last years, she has been involved in bilingual education. She currently works in English teaching and language education in a private school. Her main areas of interest are language teaching, bilingual education, and translanguaging.

Lilian Cristine Hübner, Pontifícia Universidade Católica do Rio Grande do Sul

LILIAN CRISTINE HÜBNER is an adjoined professor at the Humanities School in the Letras undergraduate and graduate courses (Linguistics) at the Pontifical Catholic University of Rio Grande do Sul (PUCRS). She is a CNPq (National Council for Scientific and Technological Development) researcher, and coordinates the Group of Studies on Neurolinguistics and Psycholinguistics (GENP) (CNPq/PUCRS). She holds a Master’s degree in Language Acquisition from UFRGS and a Doctoral degree in Letras - English and Linguistics from UFSC. She is a founder member of RCpE (Rede da Ciência para a Educação). Her main research areas are language and cognition in bi/multilingualism, in healthy and cognitively impaired aging (including Alzheimer’s disease and Mild Cognitive Impairment), as well as in cerebrovascular lesions, using structural and functional neuroimaging methods. Her main research approaches include reading, and semantic and discourse processing. He has developed instruments and batteries for language and other cognitive constructs assessment in healthy and clinical groups of varying ages.

Anamaria Welp, Universidade Federal do Rio Grande do Sul

Anamaria Welp holds a master’s and a PhD in Languages and Literature from the Pontifical Catholic University of Rio Grande do Sul. She is an associate professor at the Federal University of Rio Grande do Sul (UFRGS) and works at the English Language Teaching Program. She is a permanent professor at the Graduate Program in Language Studies, in the line of research in Applied Linguistics. She held a postdoctoral internship at the Universidad de Málaga, by Fundación Carolina, and at the City University of New York, by the Fulbright Commission. Her main research interests are in the areas of teacher education, literacy, task design for additional language teaching, language policy, internationalization and bilingual education. She was an advisor professor of the English-Portuguese Languages subproject of the Pedagogical Residency Program at UFRGS, from 2020 to 2022. She is editor-in-chief of Bem Legal Journal.

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Publicado

05-04-2023

Cómo citar

CUNHA DE MORAIS, M.; CRISTINE HÜBNER, L.; WELP, A. Translanguaging in Brazilian bilingual education: analyzing attitudes and perceptions of translanguaging practices in fifth-grade students and their teachers. Revista do GELNE, [S. l.], v. 25, n. 1, p. e29882, 2023. DOI: 10.21680/1517-7874.2023v25n1ID29882. Disponível em: https://periodicos.ufrn.br/gelne/article/view/29882. Acesso em: 22 dic. 2024.

Número

Vol. 25 Núm. 1 (2023)

Sección

Artigos

Licencia

Derechos de autor 2023 Revista do GELNE

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