Keywords
translanguaging
development of complex repertoires
critical-affective teaching
How to Cite
Abstract
Translingual studies have been expanding in Brazil as a result of the recent increase in migratory flows and the demand for more open, dynamic, and fluid perspectives for language teaching, typical of contexts of linguistic, identity, and cultural diversity and heterogeneity. In this field, structuralist, transmissive, and exclusionary traditional epistemologies are being challenged. In this sense, based on the paradigm of the autoethnographic exercise, taking personal experiences as a starting point, I seek, in this paper, to reflect on the complexity of the development of repertoires in the dialogical relationships of the different fields of social life, as well as the effects of experiential heritage and affections that are mobilized in these contact zones in promoting social justice. In conclusion, I highlight the possible implications of translingual learning environments for language teaching and learning from a critical-affective perspective.
References
AHMED, Anwar. Why critical literacy should turn to ‘the affective turn’: making a case for critical affective literacy. Discourse: Studies In The Cultural Politics of Education, Toronto, v. 37, n. 3, p. 381-396. abr. 2016. DOI: https://doi.org/10.1080/01596306.2015.1042429
CANAGARAJAH, Suresh. Translingual practice as spatial repertoires: expanding the paradigm beyond structuralist orientations. Applied Linguistics, [S. l.], v. 39, n. 1, p. 31-54, 2018. DOI: https://doi.org/10.1093/applin/amx041
CANAGARAJAH, Suresh. Translingual practice: global englishes and cosmopolitan relations. New York: Routledge, 2013.
ESPINOSA, Bento. Carta 48. Tradução: Fernando Bonadia de Oliveira. Trilhas Filosóficas, Caicó, n. 1, p. 113-114, jan./jun. 2008.
GARCIA, Ofelia. Bilingual Education in the 21st Century: a global perspective. Hoboken: Wiley-Blackwell, 2009.
GARCÍA, Ofelia; WEI, Li. Translanguaging: language, bilingualism, and education. London: Palgrave Macmillan, 2014.
GARCÍA, Ofelia; FLORES, Nelson; WOODLEY, Heather. Transgressing monolingualism and bilingual dualities: translanguaging pedagogies. In: YIAKOUMETTI, Androula (Ed.). Harnessing linguistic variation for better education. Oxford; Bern; Berlin; Bruxelles; Frankfurt am Main; New York; Wien: Peter Lang, 2012.
KAWACHI, Guilherme Jotto; ROCHA, Claudia Hilsdorf; MACIEL, Ruberval Franco. Letramento crítico e afeto na educação linguística contemporânea: reflexões sobre propostas educativas na universidade. Signum: Estudos da Linguagem, Londrina, v. 25, n. 2, p. 36-52, 2022. DOI: https://doi.org/10.5433/2237-4876.2022v25n2p36
LEWISON, Mitzi; FLINT, Amy Seely; SLUYS, Katie Van. Taking on critical literacy: the journey of newcomers and novices. Language Arts, [S. l.], v. 79, n. 5, p. 382-392, 2002.
MASSUMI, Brian. Politics of affect. Cambridge: Polity Press, 2015. [E-book].
MEGALE, Antonieta Heyden; LIBERALI, Fernanda Coelho. As implicações do conceito de patrimônio vivencial como uma alternativa para a educação multilíngue. Revista X, Curitiba, v. 15, n. 1, p. 55-74, 2020.
MILLS, Kathy. Literacy theories for the digital age: social, critical, multimodal, spatial, material, and sensory lenses. [New Perspectives on Language and Education, 45]. Bristol: Multilingual Matters, 2016.
MORGAN, Brian; ROCHA, Cláudia Hilsdorf; MACIEL, Ruberval Franco. Letramentos em tempos de crise: uma trioetnografia de afetos e práticas transgressivas. Revista Brasileira de Linguística Aplicada, Belo Horizonte, v. 21, n. 2, p. 333-369, 2021.
PRIESTLEY, Mark; EDWARDS, Richard; MILLER, Kate; PRIESTLEY, Andrea. Teacher agency in curriculum making: agents of change and spaces for manoeuvre, Curriculum Inquiry, [S. l.], v. 42, n. 2, 2012.
ROCHA, Claudia Hilsdorf; MEGALE, Antonieta Heyden. Translinguagem e seus atravessamentos: da história, dos entendimentos e das possibilidades para decolonizar a educação linguística contemporânea. D.E.L.T.A., [S. l.], v. 39, n. 2, 2023.
SPINOZA, Baruch. Ética. 2. ed. São Paulo: Autêntica, 2009.
TAKAKI, Nara Hiroko. Por uma autoetnografia/autocrítica reflexiva. Interletras, Dourados, v. 8, p. 1-20, 2020.
VOGEL, Sara; GARCÍA, Ofelia. Translanguaging. In: NOBLIT, George; Moll, Luis (Ed.). Oxford Research Encyclopedia of Education. Oxford: Oxford University Press, 2017.
WEI, Li; GARCÍA, Ofelia. Not a first language but one repertoire: translanguaging as a decolonizing project. RELC Journal, [S. l.], v. 53, n. 2, p. 313-324, 2022. https://doi.org/10.1177/00336882221092841
WEI, Li. Who’s teaching whom? Co-learning in multilingual classrooms. In: MAY, Stephen (Ed.). The multilingual turn: Implications for SLA, TESOL and bilingual education. New York: Routledge, 2013.
WELP, Anamaria; GARCÍA, Ofelia. A pedagogia translíngue e a elaboração de tarefas na formação integral do educando brasileiro. Ilha do Desterro, Florianópolis, v. 75, n. 1, p. 47-64. set. 2022. Disponível em: https://periodicos.ufsc.br/index.php/desterro/article/view/82165/48273. Acesso em: 3 set. 2022.
YIP, Joana; GARCÍA, Ofelia; VIRGÍLIO, Jefferson. Translinguagens: recomendações para educadores. Iberoamérica Social: revista-red de estudios sociales IX, [S. l.], p. 164-177, 2018.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright (c) 2026 Themis Rondão Barbosa da Costa Silva