Translanguaging in Brazilian bilingual education: analyzing attitudes and perceptions of translanguaging practices in fifth-grade students and their teachers
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 Lingui...
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oai:periodicos.ufrn.br:article-298822023-04-11T18:29:39Z Translanguaging in Brazilian bilingual education: analyzing attitudes and perceptions of translanguaging practices in fifth-grade students and their teachers Morais, Maryvone Cristine Hübner, Lilian Welp, Anamaria 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. Portal de Periódicos Eletrônicos da UFRN 2023-04-05 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artigo avaliado pelos Pares application/pdf https://periodicos.ufrn.br/gelne/article/view/29882 Revista do GELNE; v. 25 n. 1 (2023); e29882 2236-0883 10.21680/1517-7874.2023v25n1 por https://periodicos.ufrn.br/gelne/article/view/29882/16769 Copyright (c) 2023 Revista do GELNE http://creativecommons.org/licenses/by-nc-sa/4.0 |
| institution |
Periódicos UFRN |
| collection |
Portal de Pediódicos Eletrônicos da UFRN |
| language |
por |
| format |
Online |
| author |
Morais, Maryvone Cristine Hübner, Lilian Welp, Anamaria |
| spellingShingle |
Morais, Maryvone Cristine Hübner, Lilian Welp, Anamaria Translanguaging in Brazilian bilingual education: analyzing attitudes and perceptions of translanguaging practices in fifth-grade students and their teachers |
| author_facet |
Morais, Maryvone Cristine Hübner, Lilian Welp, Anamaria |
| author_sort |
Morais, Maryvone |
| title |
Translanguaging in Brazilian bilingual education: analyzing attitudes and perceptions of translanguaging practices in fifth-grade students and their teachers |
| title_short |
Translanguaging in Brazilian bilingual education: analyzing attitudes and perceptions of translanguaging practices in fifth-grade students and their teachers |
| title_full |
Translanguaging in Brazilian bilingual education: analyzing attitudes and perceptions of translanguaging practices in fifth-grade students and their teachers |
| title_fullStr |
Translanguaging in Brazilian bilingual education: analyzing attitudes and perceptions of translanguaging practices in fifth-grade students and their teachers |
| title_full_unstemmed |
Translanguaging in Brazilian bilingual education: analyzing attitudes and perceptions of translanguaging practices in fifth-grade students and their teachers |
| title_sort |
translanguaging in brazilian bilingual education: analyzing attitudes and perceptions of translanguaging practices in fifth-grade students and their teachers |
| description |
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. |
| publisher |
Portal de Periódicos Eletrônicos da UFRN |
| publishDate |
2023 |
| url |
https://periodicos.ufrn.br/gelne/article/view/29882 |
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