One approach is that we learn together, regardless of the language, regardless of the school subject: the translanguaging stance of teachers in a migration school scenario in southern Brazil
ABSTRACT This article presents the results of a study conducted at Escola das Pontes, a school in southern Brazil that serves local, immigrant, and refugee students, primarily from Haiti and Venezuela. The research is grounded in the theory of translanguaging, which offers a humanizing approach that...
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| Format: | Article |
| Language: | English |
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Pontifícia Universidade Católica de São Paulo
2025-01-01
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| Series: | DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada |
| Subjects: | |
| Online Access: | http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0102-44502024000300604&lng=en&tlng=en |
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| _version_ | 1832592578288025600 |
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| author | Anamaria Welp Eduardo Sampaio Gláucia Helena Sarmento Malta |
| author_facet | Anamaria Welp Eduardo Sampaio Gláucia Helena Sarmento Malta |
| author_sort | Anamaria Welp |
| collection | DOAJ |
| description | ABSTRACT This article presents the results of a study conducted at Escola das Pontes, a school in southern Brazil that serves local, immigrant, and refugee students, primarily from Haiti and Venezuela. The research is grounded in the theory of translanguaging, which offers a humanizing approach that places students and their diverse repertoires at the center of learning, breaking down traditional language barriers. Through a critical-collaborative research perspective, the study investigated the educators’ translanguaging stance, i. e., their orientation towards social justice, across different subject areas during a teacher development meeting. The meeting aimed to create a space for educators to discuss their daily experiences and challenges in school. The results suggest most teachers demonstrate a translanguaging stance in their teaching, as they report using students’ language repertoires to leverage language and content learning. This is observed even before their formal introduction to translanguaging theory. Their approach values students’ ways of knowing and promotes linguistic diversity in favor of meaningful education. The teachers’ accounts reveal that learning in their classrooms is not hierarchical, as teachers and students learn together. |
| format | Article |
| id | doaj-art-8749c7788dc54e95b736952d88931415 |
| institution | Kabale University |
| issn | 1678-460X |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Pontifícia Universidade Católica de São Paulo |
| record_format | Article |
| series | DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada |
| spelling | doaj-art-8749c7788dc54e95b736952d889314152025-01-21T07:35:30ZengPontifícia Universidade Católica de São PauloDELTA: Documentação de Estudos em Lingüística Teórica e Aplicada1678-460X2025-01-0140310.1590/1678-460x202440364105One approach is that we learn together, regardless of the language, regardless of the school subject: the translanguaging stance of teachers in a migration school scenario in southern BrazilAnamaria Welphttps://orcid.org/0000-0002-9015-4761Eduardo Sampaiohttps://orcid.org/0000-0003-1973-9377Gláucia Helena Sarmento Maltahttps://orcid.org/0009-0006-7032-4184ABSTRACT This article presents the results of a study conducted at Escola das Pontes, a school in southern Brazil that serves local, immigrant, and refugee students, primarily from Haiti and Venezuela. The research is grounded in the theory of translanguaging, which offers a humanizing approach that places students and their diverse repertoires at the center of learning, breaking down traditional language barriers. Through a critical-collaborative research perspective, the study investigated the educators’ translanguaging stance, i. e., their orientation towards social justice, across different subject areas during a teacher development meeting. The meeting aimed to create a space for educators to discuss their daily experiences and challenges in school. The results suggest most teachers demonstrate a translanguaging stance in their teaching, as they report using students’ language repertoires to leverage language and content learning. This is observed even before their formal introduction to translanguaging theory. Their approach values students’ ways of knowing and promotes linguistic diversity in favor of meaningful education. The teachers’ accounts reveal that learning in their classrooms is not hierarchical, as teachers and students learn together.http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0102-44502024000300604&lng=en&tlng=enlanguage educationtranslanguaging stancelinguistic diversity |
| spellingShingle | Anamaria Welp Eduardo Sampaio Gláucia Helena Sarmento Malta One approach is that we learn together, regardless of the language, regardless of the school subject: the translanguaging stance of teachers in a migration school scenario in southern Brazil DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada language education translanguaging stance linguistic diversity |
| title | One approach is that we learn together, regardless of the language, regardless of the school subject: the translanguaging stance of teachers in a migration school scenario in southern Brazil |
| title_full | One approach is that we learn together, regardless of the language, regardless of the school subject: the translanguaging stance of teachers in a migration school scenario in southern Brazil |
| title_fullStr | One approach is that we learn together, regardless of the language, regardless of the school subject: the translanguaging stance of teachers in a migration school scenario in southern Brazil |
| title_full_unstemmed | One approach is that we learn together, regardless of the language, regardless of the school subject: the translanguaging stance of teachers in a migration school scenario in southern Brazil |
| title_short | One approach is that we learn together, regardless of the language, regardless of the school subject: the translanguaging stance of teachers in a migration school scenario in southern Brazil |
| title_sort | one approach is that we learn together regardless of the language regardless of the school subject the translanguaging stance of teachers in a migration school scenario in southern brazil |
| topic | language education translanguaging stance linguistic diversity |
| url | http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0102-44502024000300604&lng=en&tlng=en |
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