Plurilingual practices to teach and learn Spanish in migrant and indigenous contexts
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | spa |
Título da fonte: | Domínios de Lingu@gem |
Texto Completo: | https://seer.ufu.br/index.php/dominiosdelinguagem/article/view/34945 |
Resumo: | This article aims at analyzing the language management in two classroom contexts in which Spanish constitutes the object of teaching: on the one hand, classes with young Brazilians belonging to a Ukrainian community; and on the other hand, classes with Argentinean indigenous children. In such contexts, it is believed that the languages are part of a set of semiotic resources mobilized socially in relation to specific activities as well as individual goals and collective activities in which languages are part of. In addition, the languages, as verbal resources, are assumed to articulate with complex repertoires that cannot always be classified in units that correspond to the idea of "language". Thus, this article analyzes how the verbal resources, which are distributed asymmetrically among the participants of the interactions, are put into play in teaching-learning situations. To this end, two situations in classrooms with students of multilingual communities in Brazil and Argentina are investigated. The article is organized as follows: firstly, the theoretical framework and the method are presented. Secondly, the contexts and the classrooms that are taken for analysis are introduced. Thirdly, the axes of analysis and results are defined; and finally, some conclusions of this study are presented. |
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Plurilingual practices to teach and learn Spanish in migrant and indigenous contextsPrácticas plurilingües para enseñar y aprender español en contextos migrantes e indígenasLanguage managementPlurilingualismSpanish languageLinguistic policiesGestión de lenguasPlurilinguismoLengua españolaPolíticas lingüísticasThis article aims at analyzing the language management in two classroom contexts in which Spanish constitutes the object of teaching: on the one hand, classes with young Brazilians belonging to a Ukrainian community; and on the other hand, classes with Argentinean indigenous children. In such contexts, it is believed that the languages are part of a set of semiotic resources mobilized socially in relation to specific activities as well as individual goals and collective activities in which languages are part of. In addition, the languages, as verbal resources, are assumed to articulate with complex repertoires that cannot always be classified in units that correspond to the idea of "language". Thus, this article analyzes how the verbal resources, which are distributed asymmetrically among the participants of the interactions, are put into play in teaching-learning situations. To this end, two situations in classrooms with students of multilingual communities in Brazil and Argentina are investigated. The article is organized as follows: firstly, the theoretical framework and the method are presented. Secondly, the contexts and the classrooms that are taken for analysis are introduced. Thirdly, the axes of analysis and results are defined; and finally, some conclusions of this study are presented.Este trabajo busca analizar la gestión de lenguas en dos contextos diferenciados que tienen en común la que la lengua español se constituye objeto de enseñanza-aprendizaje. Por un lado, se analizan clases con jóvenes brasileños que pertenecen a una comunidad de origen ucraniano; por otro lado, se analizan clases con niños wichis, una de las comunidades indígenas de Argentina. Parimos del supuesto que las lenguas forman parte de un conjunto de recursos semióticos que se movilizan socialmente en relación con las actividades sociales en que se participa. Consideramos, también, que las lenguas en tanto que recursos verbales, se articulan en repertorios complejos que no siempre pueden ser clasificados en unidades que se corresponden con la idea de “lengua”. En este trabajo, investigamos dos situaciones de clase con alumnos de comunidades plurilingües. A través del estudio de interacciones de clase, analizamos modo que tales recursos, distribuidos de forma asimétrica entre los participantes, son puestos en juego en las situaciones de aprendizaje. Nuestros resultados muestran que en este análisis cabe considerarse las relaciones de estas situaciones con las políticas lingüísticas nacionales, y, especialmente, las políticas lingüísticas situadas, históricamente contextualizadas y emergentes en las prácticas cotidianas en donde los recursos plurilingües son clasificados.PP/UFU2016-11-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.ufu.br/index.php/dominiosdelinguagem/article/view/3494510.14393/DL27-v10n4a2016-15Domínios de Lingu@gem; Vol. 10 No. 4 (2016): Interações plurilíngues: descrições, dinâmicas e aprendizagens; 1520-1538Domínios de Lingu@gem; Vol. 10 Núm. 4 (2016): Interações plurilíngues: descrições, dinâmicas e aprendizagens; 1520-1538Domínios de Lingu@gem; v. 10 n. 4 (2016): Interações plurilíngues: descrições, dinâmicas e aprendizagens; 1520-15381980-5799reponame:Domínios de Lingu@geminstname:Universidade Federal de Uberlândia (UFU)instacron:UFUspahttps://seer.ufu.br/index.php/dominiosdelinguagem/article/view/34945/19281Copyright (c) 2016 Cibele Krause Lemke, Virginia UNAMUNOinfo:eu-repo/semantics/openAccessLemke, Cibele KrauseUnamuno, Virginia2020-06-28T15:18:45Zoai:ojs.www.seer.ufu.br:article/34945Revistahttps://seer.ufu.br/index.php/dominiosdelinguagemPUBhttps://seer.ufu.br/index.php/dominiosdelinguagem/oairevistadominios@ileel.ufu.br||1980-57991980-5799opendoar:2020-06-28T15:18:45Domínios de Lingu@gem - Universidade Federal de Uberlândia (UFU)false |
dc.title.none.fl_str_mv |
Plurilingual practices to teach and learn Spanish in migrant and indigenous contexts Prácticas plurilingües para enseñar y aprender español en contextos migrantes e indígenas |
title |
Plurilingual practices to teach and learn Spanish in migrant and indigenous contexts |
spellingShingle |
Plurilingual practices to teach and learn Spanish in migrant and indigenous contexts Lemke, Cibele Krause Language management Plurilingualism Spanish language Linguistic policies Gestión de lenguas Plurilinguismo Lengua española Políticas lingüísticas |
title_short |
Plurilingual practices to teach and learn Spanish in migrant and indigenous contexts |
title_full |
Plurilingual practices to teach and learn Spanish in migrant and indigenous contexts |
title_fullStr |
Plurilingual practices to teach and learn Spanish in migrant and indigenous contexts |
title_full_unstemmed |
Plurilingual practices to teach and learn Spanish in migrant and indigenous contexts |
title_sort |
Plurilingual practices to teach and learn Spanish in migrant and indigenous contexts |
author |
Lemke, Cibele Krause |
author_facet |
Lemke, Cibele Krause Unamuno, Virginia |
author_role |
author |
author2 |
Unamuno, Virginia |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Lemke, Cibele Krause Unamuno, Virginia |
dc.subject.por.fl_str_mv |
Language management Plurilingualism Spanish language Linguistic policies Gestión de lenguas Plurilinguismo Lengua española Políticas lingüísticas |
topic |
Language management Plurilingualism Spanish language Linguistic policies Gestión de lenguas Plurilinguismo Lengua española Políticas lingüísticas |
description |
This article aims at analyzing the language management in two classroom contexts in which Spanish constitutes the object of teaching: on the one hand, classes with young Brazilians belonging to a Ukrainian community; and on the other hand, classes with Argentinean indigenous children. In such contexts, it is believed that the languages are part of a set of semiotic resources mobilized socially in relation to specific activities as well as individual goals and collective activities in which languages are part of. In addition, the languages, as verbal resources, are assumed to articulate with complex repertoires that cannot always be classified in units that correspond to the idea of "language". Thus, this article analyzes how the verbal resources, which are distributed asymmetrically among the participants of the interactions, are put into play in teaching-learning situations. To this end, two situations in classrooms with students of multilingual communities in Brazil and Argentina are investigated. The article is organized as follows: firstly, the theoretical framework and the method are presented. Secondly, the contexts and the classrooms that are taken for analysis are introduced. Thirdly, the axes of analysis and results are defined; and finally, some conclusions of this study are presented. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-11-28 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://seer.ufu.br/index.php/dominiosdelinguagem/article/view/34945 10.14393/DL27-v10n4a2016-15 |
url |
https://seer.ufu.br/index.php/dominiosdelinguagem/article/view/34945 |
identifier_str_mv |
10.14393/DL27-v10n4a2016-15 |
dc.language.iso.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://seer.ufu.br/index.php/dominiosdelinguagem/article/view/34945/19281 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2016 Cibele Krause Lemke, Virginia UNAMUNO info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2016 Cibele Krause Lemke, Virginia UNAMUNO |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
PP/UFU |
publisher.none.fl_str_mv |
PP/UFU |
dc.source.none.fl_str_mv |
Domínios de Lingu@gem; Vol. 10 No. 4 (2016): Interações plurilíngues: descrições, dinâmicas e aprendizagens; 1520-1538 Domínios de Lingu@gem; Vol. 10 Núm. 4 (2016): Interações plurilíngues: descrições, dinâmicas e aprendizagens; 1520-1538 Domínios de Lingu@gem; v. 10 n. 4 (2016): Interações plurilíngues: descrições, dinâmicas e aprendizagens; 1520-1538 1980-5799 reponame:Domínios de Lingu@gem instname:Universidade Federal de Uberlândia (UFU) instacron:UFU |
instname_str |
Universidade Federal de Uberlândia (UFU) |
instacron_str |
UFU |
institution |
UFU |
reponame_str |
Domínios de Lingu@gem |
collection |
Domínios de Lingu@gem |
repository.name.fl_str_mv |
Domínios de Lingu@gem - Universidade Federal de Uberlândia (UFU) |
repository.mail.fl_str_mv |
revistadominios@ileel.ufu.br|| |
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1797067715485106177 |