Questões de Concurso

Plurilingualism and translanguaging: commonalities and divergences

Both plurilingual and translanguaging pedagogical practices in the education of language minoritized students remain controversial, for schools have a monolingual and monoglossic tradition that is hard to disrupt, even when the disrupting stance brings success to learners. At issue is the national identity that schools are supposed to develop in their students, and the Eurocentric system of knowledge, circulated through standardized named languages, that continues to impose what Quijano (2000) has called a coloniality of power.

All theories emerge from a place, an experience, a time, and a position, and in this case, plurilingualism and translanguaging have developed, as we have seen, from different loci of enunciation. But concepts do not remain static in a time and place, as educators and researchers take them up, as they travel, and as educators develop alternative practices. Thus, plurilingual and translanguaging pedagogical practices sometimes look the same, and sometimes they even have the same practical goals. For example, educators who say they use plurilingual pedagogical practices might insist on developing bilingual identities, and not solely use plurilingualism as a scaffold. And educators who claim to use translanguaging pedagogical practices sometimes use them only as a scaffold to the dominant language, not grasping its potential. In the United States, translanguaging pedagogies are often used in English-as-a-Second Language programs only as a scaffold. And although the potential for translanguaging is more likely to be found in bilingual education programs, this is also at times elusive. The potential is curtailed, for example, by the strict language allocation policies that have accompanied the growth of dual language education programs in the last decade in the USA, which come close to the neoliberal understanding of multilingualism espoused in the European Union.

It is important to keep the conceptual distinctions between plurilingualism and translanguaging at the forefront as we develop ways of enacting them in practice, even when pedagogies may turn out to look the same. Because the theoretical stance of translanguaging brings forth and affirms dynamic multilingual realities, it offers the potential to transform minoritized communities sense of self that the concept of plurilingualism may not always do. The purpose of translanguaging could be transformative of socio-political and socio-educational structures that legitimize the language hierarchies that exclude minoritized bilingual students and the epistemological understandings that render them invisible. In its theoretical formulation, translanguaging disrupts the concept of named languages and the power hierarchies in which languages are positioned. But the issue for the future is whether school authorities will allow translanguaging to achieve its potential, or whether it will silence it as simply another kind of scaffold. To the degree that educators act on translanguaging with political intent, it will continue to crack some openings and to open opportunities for bilingual students. Otherwise, the present conceptual differences between plurilingualism and translanguaging will be erased.

Source: GARCÍA, Ofelia; OTHEGUY, Ricardo. Plurilingualism and translanguaging: Commonalities and divergences. International Journal of Bilingual Education and Bilingualism, v. 23, n. 1, p. 17-35, 2020.

Garcia e Otheguy (2020)

Sorry for the delayed response

01 Have ___ (1) e-mail you’ve been meaning (but not really) to reply to? Read below for some

02 reasons why your response has been delayed:

03 • I totally meant to respond to this earlier, but I didn’t know ___ (2) answer to your question

04 and I kept not caring enough to ask anyone. Now ___ (3) weird amount of time has passed,

05 so I’m going to loop Laura (cc’d) into this e-mail thread to see if she can handle this. Laura?

06 • Sorry for ___ (4) delay! I put off answering your e-mail until I had ___ (5) even more tedious

07 task that I wanted to avoid. Thanks!

08 • So sorry that I’m just getting to this now. There were six other people on this e-mail thread

09 and I was hoping that one of them would answer your question and I could just go on living

10 my life.

(Available at: https://www.instagram.com/p/CsHm2YnteFa/ – text especially adapted for this test).

Instruction: answer questions 31 to 40 based on the following text. The highlights throughout the text are cited in the questions.

He donated blood and saved the lives of 2.4 million babies

01 Most people get a gold watch when they retire. James Harrison deserves so much more than

02 that. Known as the “Man With the Golden Arm,” Harrison has donated blood nearly every week

03 for 60 years, and after all those donations, the 81-year-old Australian man “retired” Friday.

04 According to the Australian Red Cross Blood Service, he has helped save the lives of more than

05 2.4 million Australian babies because his blood has unique, disease-fighting antibodies.

06 Harrison’s antibodies have been used to develop an injection called Anti-D, which helps

07 fight against rhesus disease. This disease is a condition where a pregnant woman has rhesus-

08 negative blood (RhD negative) and the baby in her womb has rhesus-positive blood (RhD

09 positive), inherited from its father. If the mother has been sensitized to rhesus-positive blood,

10 usually during a previous pregnancy with a rhesus-positive baby, she may produce antibodies

11 that destroy the baby’s “foreign” blood cells. In the worst cases, it can result in brain damage,

12 or death, for the babies.

13 Harrison’s remarkable gift of giving started when he had major chest surgery when he was

14 just 14. Blood donations saved his life, so he pledged to become a blood donor. A few years

15 later, doctors discovered his blood contained the antibody which could be used to create Anti-D

16 injections, so he switched over to making blood plasma donations to help as many people as

17 possible. Doctors aren’t exactly sure why Harrison has this rare blood type, but they think it

18 might be from the transfusions he received when he was 14, after his surgery. He’s one of no

19 more than 50 people in Australia known to have the antibodies, according to the blood service.

20 “In Australia, up until about 1967, there were literally thousands of babies dying each year,

21 doctors didn’t know why, and it was awful.” Jemma Falkenmire, of the Australian Red Cross

22 Blood Service, told CNN. “Australia was one of the first countries to discover a blood donor with

23 this antibody, so it was quite revolutionary at the time.”

24 The blood service estimates Harrison saved more than two million lives, and for that, he is

25 considered a national hero in Australia. He’s won numerous awards for his generosity, including

26 the Medal of the Order of Australia, one of the country’s most prestigious honors. Now that

27 Harrison has given his last blood donation (in Australia you can’t donate blood past the age of

28 81), Falkenmire and others hope people with similar antibodies in their blood will step up and

29 donate.

(Available at: https://edition.cnn.com/2018/05/11/health/james-harrison-blood-donor-retires-trnd/index.html – text especially adapted for this test).

Read the Text I and answer the five questions that follow it.

Text I

Correspondence

Human genome editing: potential seeds of conflict

Recently, The Lancet published an important declaration regarding the necessity of regulating and legislating for human genome editing. We agree with their opinions that the human genome editing technology and resulting research can have both positive and negative effects on human society. The use of genome editing for research and commercial purposes has sparked debates in both biological and political realms. However, most of them have mainly focused on the effects of human genome editing on the patients themselves, and little attention has been paid to their offspring.

Several films, such as Gattaca and Gundam SEED, have addressed the conflicts that arise from human genome editing. Such conflicts not only exist within the generation who have experienced editing but are also transmitted to their offspring. For example, in these films, the offspring of people without genome editing felt a sense of unfairness regarding the inferiority of their physical (or other non-edited domains) status, whereas the offspring of people with genome editing grew up in a biased, discriminated against, and ostracized environment. They could have lived in peace with a strong and well regulated government; however, when the tenuous grip of government weakens, jealousy and resentment can lead to ruins. Although these scenes still exist in films, they might become increasingly plausible in decades to come. Using the concept of preparedness, access, countermeasures, tools, and trust, we should prepare legitimate human genome editing, establish access to deal with imminent or potential discrimination, develop countermeasures and tools for prevention and resolution of conflict, and entrust future generations with the responsibility to use them wisely.

Bing-Yan Zeng, Ping-Tao Tseng, *Chih-Sung Liang

Adapted from: www.thelancet.com, vol. 401, June 24, 2023 athttps://www.thelancet.com/action/showPdf?pii=S0140-6736%2823%2901084-X