Denise Akemi Hibarino

ABSTRACT

The multilingual turn (May, 2014) has called attention for more dynamic and heterogenous linguistic social practices, challenging the restricted and predominant concept of monolingualism. In relation to language teacher education in Brazil, this perspective has promoted the concept of translingual practices (Canagarajah, 2013, 2017), which has emerged as a potential theme for debates, both in undergraduate and post-graduate classrooms. In view of this, the main research question was to analyze the impacts of these discussions in students’ research project themes as well as in their concept resignifications. Based on a qualitative interpretive research carried out during 2020-2021, the findings revealed, at first, that the translingual notion is not only related to the use of various linguistic structures but also to the resignified social practices, encompassed by multimodal language (memes and metaphors). Secondly, it was evident that the analyzed data was criss-crossed by students’ diversified featured positionalities both as readers and researchers (Jordão, 2011). Furthermore, it was also possible to acknowledge how local perspectives are enacted with the development of teacher agency, understood in terms of transformative pedagogical action, as stated by Monte Mór, (2014,2021). In conclusion, this presentation highlights two relevant aspects: one which addresses the relevance of opening more spaces for translingual practices’ problematizations and its resignifications in the context of language teacher education in Brazilian universities. The other is related to the understanding of the university as a space for teaching, learning and researching, combined with theorizing practices.

Keywords

Multilingual turn; translingual practices; language teacher education; resignified linguistic social practices; teacher agency; Brazilian context

References

1. Canagarajah, S. (2013). Translingual Practice: Global Englishes and Cosmopolitan Relations. Routledge.

2. Canagarajah, S. (2017). Translingual Practice as Spatial Repertoires: Expanding the Paradigm beyond Structuralist Orientations. Applied Linguistics, 39(1), 1–25. https://doi.org/10.1093/applin/amx041

3. Jordão, C. M. (2011). A posição de professor de inglês no Brasil: hibridismo, identidade e agência. Letras & Letras, 26(2), 427–442. http://www.seer.ufu.br/index.php/letraseletras/article/view/25634

4. May, S. (2014). Introducing the "mutilingual turn". In S. May (Ed.), The multilingual turn: Implications for SLA, TESOL and Bilingual education (pp. 1–6). Routledge.

5. Monte Mór, W. (2014) The development of agency in a new literacies proposal for teacher education in Brazil. In E.S. Junqueira & M.E.K. Buzato (Eds.), New literacies, new agencies? A Brazilian perspective on mindsets, digital practices and tools for social action in and out of school (pp.126–146). Peter Lang.

6. Monte Mór, W. (2021, March 8).Tecnologia, Linguagem e Sociedade: os desafios das pluralizações [Lecture recording]. https://www.youtube.com/watch?v=hxIpnbJ2nsw