Utilizando práticas translíngues para facilitar a aprendizagem da língua inglesa em contexto escolar bilíngue

Abstract

This research took place in a second grade classroom from elementary school in a private institution in the city of Belo Horizonte. The study aimed at showing that it is possible to offer the learner of the English language a more meaningful expansion of the linguistic repertoire, which can be more respectful towards the mother tongue and less colonizing. The objective was, thus, to show that the use of translingual practices by the teachers stimulates students to communicate in an additional language. In order to accomplish this objective, I present some reflections on the use of translingual practices (CANAGARAJAH, 2013) as a derivative of the Translanguaging perspective (GARCÍA; WEI, 2014). To generate the data, three synchronous lessons which occurred in Emergency Remote Teaching (ERT) were recorded. Subsequently, the lesson recordings were transcribed in order to provide a quantitative and a qualitative analysis of the class interactions. This research was characterized as a case study based on the definitions posited by Stake (1994). The choice was made due to the flexibility of making it possible to understand individual cases in which characteristics that can be common to other groups may be demonstrated. The data analysis shows how translingual practices may stimulate learners to develop communication in the additional language in the bilingual education classroom. That is, a space that is established by the teacher making it feasible for students to communicate in that space through Translanguaging, therefore it is the teachers’ responsibility to provide opportunities in which learners have their anxiety diminished and feel motivated to interact in the classes using the additional language.