Translanguaging in focus: the assessment journey of PEC-G students in Portuguese as an additional language classes

• Autor(a) principal: Souza, Rafaela
• Data de Publicação: 2021
• Outros Autores: Baptista, Lívia Márcia
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Entretextos
• Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/44654
• topic: Portuguese as an additional language. Assessment. Written production.; Portugués como lengua adicional; Evaluación; Producción escrita; Português como língua adicional; Avaliação; Produção escrita

Based on the results obtained in a qualitative ethnographic research, as well as studies about translingual practices (CANAGARAJAH, 2013a; ROCHA; MACIEL, 2015)/ translanguaging (GARCÍA; WEI, 2014) and assessment in multilingual contexts (SHOHAMY, 2001, 2011), the aim of this article is to problematize the assessment process to which plurilingual subjects are submitted. To do so, we resume part of our research that dealt with the assessment process focusing on the translingual practices performed by students from African countries who are members of the PEC-G (Exchange Program for Undergraduate Students), participating in Portuguese classes. Among the means of assessment, the written production becomes more evident, because although it is often restricted to a strictly linguistic and formal dimension, it allows us, if we observe the translingual practices, for the subjects to express their identities in these spaces and, thus, this was our focus in the study. Therefore, we start from the idea of the relevance of considering the realities of social subjects in contemporary assessment processes. In face of the results obtained, in this article we tried to (re)think possible ways to assess students in Portuguese as an additional language classes, considering the language practices and how they impact the educational field.