A translinguagem na aprendizagem do inglês por falantes de português em uma região de descendência alemã do Sul do Brasil

Abstract

The teaching-learning of additional languages has been the focus of study for a long time, and new theories emerge over time, and among them, Translanguaging, which is a pedagogical proposal that goes beyond more traditional conceptions of bilingualism (GARCÍA and LI WEI, 2014). Within this perspective, the way students learn and the context in which they are inserted must be taken into account so that learning is successful and makes sense to students. It is also necessary to respect the linguistic varieties and value all the linguistic repertoire brought by the students. In Translanguaging, the focus is on communication to make sense (GARCÍA, 2009). The present research was developed looking at the learning of English by Portuguese speakers in a city of German descent, considering the entire socio-historical-cultural context of the students, which includes the Hunsrückisch language. For this, the general objective is to analyze how the phenomenon of Translanguaging happens in a 6th grade class when learning English as an additional language. The specific objectives are: to observe which linguistic practices are used in an environment where Translanguaging occurs; to analyze if there is, at school, space for Translanguaging to be promoted, considering that language learning, as well as all cognitive development, is socio-historically constructed. In the theoretical foundation, the Translanguaging proposed by García (2009) and the socio-historical-cultural theory presented by Vygotsky (1993) are used, considering that learning is socially constructed, through interaction between peers. This research is qualitative and ethnographic nature. The data were generated in a public elementary school and the participants are the students and the English teacher of a 6th grade class. The instruments used to generate data were the observation of 6 English classes, a research diary, a questionnaire with the students, recording through photographs of the students' notebooks and an interview with the English teacher. The results show that Translanguaging occurs in this context, but if there were more knowledge about translingual practices and the appreciation of the multilingual context, more situations in which Translanguaging appeared would be possible. In addition, it is observed that the Hunsrückisch language is not valued by students.