Translanguaging and Educational Inequality in the Global South: Stance-Taking amongst Brazilian Teachers of English

Autor/inn/en	Windle, Joel; Amorim Possas, Luciana
Titel	Translanguaging and Educational Inequality in the Global South: Stance-Taking amongst Brazilian Teachers of English
Quelle	In: Applied Linguistics, 44 (2023) 2, S.312-327 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Windle, Joel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amac067
Schlagwörter	Teaching Methods; Code Switching (Language); English (Second Language); Second Language Learning; Second Language Instruction; Language Usage; Foreign Countries; Portuguese; Computer Mediated Communication; Language Teachers; Language Role; Multilingualism; Metalinguistics; Teacher Student Relationship; Equal Education; Teacher Attitudes; Brazil + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachgebrauch; Ausland; Portugiesischunterricht; Computerkonferenz; Language teacher; Sprachunterricht; Mehrsprachigkeit; Multilingualismus; Metalanguage; Metasprache; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; Brasilien
Abstract	Translanguaging has gained prominence as a pedagogical orientation that promises to promote the rights of minoritized migrant students by valuing pre-existing multilingualisms and identities. However, the effects of classroom translanguaging on teacher and student outlooks and relations of inequality are far from universal. In this paper we consider translanguaging in English language teaching in Brazil, a context in which multilingualism is often tied to social and racial closure. We show how English teachers position themselves and students in relation to translanguaging, drawing on analysis of stance-taking in online discussions. We find limited support for a transformative role played by current translingual practices, despite contributions to the establishment of affective bonds with students. We then examine a polemic over localized usages of English that casts light on how teachers do position themselves critically and opens up space for the development of critical language awareness. We argue that teacher outlooks are shaped by the changing status of English in the global south, and by unequal patterns of access to English in public, private, and commercial education settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01