Certain people from certain places (the Global North) in certain languages (overwhelmingly English) produce the vast amount of
knowledge about language, second language learning, education, language policy, and so on, and make universal claims to the
applicability of that knowledge to the rest of the world. This is not just vaguely inappropriate knowledge, but rather knowledge that
seeks to colonize. To oppose this requires several kinds of action that can bring a strong element of renewal to a discipline that all too
often speaks only to itself, and largely in English. A central part of this is a process of decolonization of knowledge and practices, of
language and theories of second language acquisition, of language policies, and language in education. We need to systematically and
thoroughly deconstruct cultural hegemony in our own discipline and beyond and enlist more and more scholars from especially
developing Third World societies to participate in the construction or re-invention of various cultural frameworks of research including
both aboriginal, native cultural and intellectual resource and local specific conditions, needs and aspirations.
Decolonizing applied linguistics suggests first of all the need to decolonize ‘language’– or the way that language is framed in
linguistics and applied linguistics – aspart of any reclamation project. We can identify several key northern ideas about language that
are at best inappropriate when applied to southern contexts and at worst are downright harmful. These include a legacy of considering
languages in terms of cognitive, literate systems rather than embodied and embedded cultural processes; a tendency to reify
languages as if they exist outside of human relations; and a set of assumptions about languages as repositories of knowledge that
once lost, lead simultaneously to the loss of shared forms of culture and knowledge. Language reclamation itself can be understood as
a process of decolonization both in terms of giving new life to a language that has been cast aside by processes of coloniality and
modernity, and in terms of changing the ways in which language is understood (resisting the colonial archives of linguistic modernity).
Decolonization from this point of view involves community needs and goals rather than top-down assumptions about grammatical
fluency, and above all, community ontologies of language.PENNYCOOK, Alastair; MACONI, Sinfree. Innovations and Challenges in Applied Linguistics from the Global South. London and New York: Routledge, 2019, pp. 126-7.
After reading the excerpt, think about the possible relation between applied linguistics and language reclamation and choose the
alternative that best associates them.

Question

Certain people from certain places (the Global North) in certain languages (overwhelmingly English) produce the vast amount of
knowledge about language, second language learning, education, language policy, and so on, and make universal claims to the
applicability of that knowledge to the rest of the world. This is not just vaguely inappropriate knowledge, but rather knowledge that
seeks to colonize. To oppose this requires several kinds of action that can bring a strong element of renewal to a discipline that all too
often speaks only to itself, and largely in English. A central part of this is a process of decolonization of knowledge and practices, of
language and theories of second language acquisition, of language policies, and language in education. We need to systematically and
thoroughly deconstruct cultural hegemony in our own discipline and beyond and enlist more and more scholars from especially
developing Third World societies to participate in the construction or re-invention of various cultural frameworks of research including
both aboriginal, native cultural and intellectual resource and local specific conditions, needs and aspirations.
        Decolonizing applied linguistics suggests first of all the need to decolonize ‘language’– or the way that language is framed in
linguistics and applied linguistics – aspart of any reclamation project. We can identify several key northern ideas about language that
are at best inappropriate when applied to southern contexts and at worst are downright harmful. These include a legacy of considering
languages in terms of cognitive, literate systems rather than embodied and embedded cultural processes; a tendency to reify
languages as if they exist outside of human relations; and a set of assumptions about languages as repositories of knowledge that
once lost, lead simultaneously to the loss of shared forms of culture and knowledge. Language reclamation itself can be understood as
a process of decolonization both in terms of giving new life to a language that has been cast aside by processes of coloniality and
modernity, and in terms of changing the ways in which language is understood (resisting the colonial archives of linguistic modernity).
Decolonization from this point of view involves community needs and goals rather than top-down assumptions about grammatical
fluency, and above all, community ontologies of language.PENNYCOOK, Alastair; MACONI, Sinfree. Innovations and Challenges in Applied Linguistics from the Global South. London and New York: Routledge, 2019, pp. 126-7.
After reading the excerpt, think about the possible relation between applied linguistics and language reclamation and choose the
alternative that best associates them.  Alternativa A: Language reclamation in applied linguistics views at decolonizing knowledge by teaching languages and culture from a
perspective that emphasizes modernization of the processes of dealing with the life of languages. Ou Alternativa B: Language reclamation in applied linguistics is a process of decolonization of language and culture promoted by linguistics as a
way to claim for the knowledge that is institutionalized and which should be applied to education. Ou Alternativa C: Language reclamation in applied linguistics is the process of decolonization of language learning and culture that emphasizes
locality in opposition to general concepts about language coming from the Global North. Ou Alternativa D: Language reclamation in applied linguistics is a way to complain about the models that come from the Global North viewing
colonizing local languages and local cultures in favor of global perspectives. Ou Alternativa E: Language reclamation in applied linguistics is a process of combating colonization of languages as it is promoted by the so-called
institutionalized structuralist scientific perspectives, for instance, linguistics.

Qconcursos · Accepted Answer

Alternativa [C] Language reclamation in applied linguistics is the process of decolonization of language learning and culture that emphasizes
locality in opposition to general concepts about language coming from the Global North. Gabarito: CFundamento decisivo: O trecho decisivo afirma que language reclamation é um processo de descolonização ligado a community needs and goals e a community ontologies of language.Tema central: descolonização e localidadeAnálise das alternativasAErradaEstá errada porque desloca o foco para a modernização dos processos relativos à vida das línguas. A base afirma o contrário: language reclamation é apresentada como descolonização frente a processos de colonialidade e modernidade, não como defesa da modernização como eixo positivo.BErradaEstá errada porque fala em reivindicar conhecimento institucionalizado para aplicação à educação. O texto critica justamente saberes universalizados e top-down e sustenta que a descolonização deve partir de necessidades e ontologias comunitárias, não de conhecimento institucional já legitimado para ser imposto.CCertaA alternativa C está certa porque relaciona language reclamation à descolonização e à ênfase na localidade, em oposição a conceitos gerais sobre linguagem vindos do Global North. Isso corresponde ao excerto, que vincula reclamation a necessidades, objetivos e ontologias comunitárias.DErradaEstá errada porque reduz reclamation a uma queixa contra modelos do Global North. No excerto, reclamation não é mero protesto: é um processo de descolonização e de mudança na própria maneira de compreender a linguagem.EErradaEstá errada porque especifica uma causa e um alvo que o texto não nomeia: perspectivas estruturalistas institucionalizadas, como a linguística. A base é expressa em que essa formulação extrapola o excerto, que critica enquadramentos hegemônicos do Norte global, mas não identifica o estruturalismo como agente central da colonização linguística.Pegadinha da questãoA confusão real era tomar language reclamation como simples reclamação contra o Global North ou como defesa de conhecimento institucionalizado, quando o texto a define como processo de descolonização orientado por necessidades e ontologias comunitárias locais.Dica para questões semelhantesQuando o texto opõe community needs and goals a pressupostos top-down, procure a alternativa que privilegia localidade e comunidade, não universalização.Se a alternativa parece crítica ao Global North, verifique se ela mantém a ideia central de descolonização prática e reorientação conceitual, e não apenas denúncia.Elimine opções que introduzem termos não sustentados pelo excerto, como modernização afirmativa ou estruturalismo nomeado como alvo específico.

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