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)

Read Text II and answer the three questions that follow it.

Text II

June 15, 2023 - Debates over Diversity, Equity and Inclusion (DEI) efforts are currently thriving, including debates over the degree to which corporate diversity efforts are valuable, whether chief diversity officers can succeed, and whether corporate diversity commitments can produce lasting change.

Over the past year, at least a dozen U.S. state legislatures have proposed or passed laws targeting DEI efforts, including laws aimed at limiting DEI roles and efforts in businesses and higher education and laws eliminating DEI spending, trainings, and statements at public institutions. Moreover, with the U.S. Supreme Court poised to address affirmative action in two cases involving the consideration of race in higher education admissions this summer, debates in the U.S. regarding DEI initiatives are likely far from over.

At the same time, DEI-related legal requirements continue to grow in other jurisdictions, and with global financial institutions facing expanding environmental, social, and governance (ESG)- related trends and regulations in the EU and other jurisdictions, as well as global expectations regarding their role in ESG, including DEI-related corporate developments and initiatives, these matters are likely to continue to work their way into capital allocations and the costs of doing business, as well as into the expectations of certain stakeholders.

This widening gap between global expectations and regulation regarding DEI-related matters and the concerns of some constituents in the U.S. over the role of DEI in corporate decision-making is likely to continue growing for the foreseeable future, putting companies between the proverbial rock and hard place.

What these developments make clear is that corporate DEI efforts are, and likely have been for some time, riskier than many companies may initially appreciate. And the risks associated with DEI initiatives are only positioned to grow and expand as companies look to thread the DEI needle and make a broader and potentially more divergent set of stakeholders happy, or at least less annoyed, with their DEI-related commitments and initiatives. In this article, we discuss the top four legal risks that companies often fail to address in their DEI efforts.

[…]

(From https://www.reuters.com/legal/legalindustry/diversity-matters-four-scarylegal-risks-hiding-your-dei-program-2023-06-15/

U.S. Thaws Relations With “Europe’s Last Dictatorship”

As ties between the West and Russia wallow at the worst point since the end of the Cold War, the Trump administration has been forging closer ties with one of the last countries fully in Moscow’s orbit. President Donald Trump’s then-national security advisor, John Bolton, visited Belarus earlier this year, and U.S. officials say Secretary of State Mike Pompeo is expected to follow suit and travel to Minsk in January. Belarus, which has been referred to as “Europe’s last dictatorship,” expelled the U.S. ambassador in 2008 after Washington slapped sanctions on it over human rights abuses. But now, the United States is expected to revive diplomatic ties with Belarus—sending an ambassador to Minsk for the first time in over a decade—even as Russian President Vladimir Putin tries to subdue it.

https://foreignpolicy.com/2019/12/25/10-important... - adaptado

Read the text below and answer questions 35 to 40

1. A new study from archaeologists at University of Sydney and Simon
2. Fraser University in Vancouver, has provided important new evidence
3. to answer the question "Who exactly were the Anglo‐Saxons?" New
4. findings based on studying skeletal remains clearly indicate the Anglo‐
5. Saxons were a melting pot of people from both migrant and local
6. cultural groups and not one homogenous group from Western Europe.
7. Professor Keith Dobney said the team’s results indicate that "the
8. Anglo‐Saxon kingdoms of early Medieval Britain were strikingly similar
9. to contemporary Britain ‐‐ full of people of different ancestries sharing
10. a common language and culture." The collaborative study looked at the
11. three‐dimensional shape of the base of the skull. "Baased on this, we
12. collected 3D data from suitably dated skeletal collections from Britain
13. and Denmark, and then analysed the data to estimate the ancestry of
14. the Anglo‐Saxon individuals in the sample."
15. The researchers found that between two‐thirds and three‐quarters of
16. early Anglo‐Saxon individuals were of continental European ancestry,
17. while between a quarter and one‐third were of local ancestry. When
18. they looked at skeletons dated to the Middle Anglo‐Saxon period
19. (several hundred years after the original migrants arrived), they found
20. that 50 to 70 percent of the individuals were of local ancestry, while
21. 30 to 50 percent were of continental European ancestry, which
22. probably indicates a change in the rate of migration and/or local
23. adoption of culture over time. "These findings tell us that being Anglo‐
24. Saxon was more likely a matter of language and culture, not genetics."
25. Although Anglo‐Saxon origins can clearly be traced to a migration of
26. Germanic‐speaking people from mainland Europe between the 5th
27. and 7th centuries AD, the number of individuals who settled in Britain
28. is still contested, as is the nature of their relationship with the pre-
29. existing inhabitants of the British Isles, who were Romano‐Celts.
30. The ongoing and unresolved argument is whether hordes of European
31. invaders largely replaced the existing Romano‐British inhabitants, or
32. did smaller numbers of migrants settle and interact with the locals,
33. who then rapidly adopted the new language and culture of the Anglo‐
34. Saxons? "The reason for the ongoing confusion is the apparent
35. contradiction between early historical texts (written sometime after
36. the events that imply that the newcomers were both numerous and
37. replaced the Romano‐British population) and some recent
38. biomolecular markers directly recovered from Anglo‐Saxon skeletons
39. that appears to suggest numbers of immigrants were few," said
40. Professor Dobney. "Our new data sits at the interface of this debate
41. and implies that early Anglo‐Saxon society was a mix of both
42. newcomers and immigrants and, instead of wholesale population
43. replacement, a process of acculturation resulted in Anglo‐Saxon
44. language and culture being adopted wholesale by the local
45. population." "It could be this new cultural package was attractive,
46. filling a vacuum left at the end of the Roman occupation of Britain.
47. Whatever the reason, it lit the fuse for the English nation we have today
48. ‐‐ still comprised of people of different origins who share the same
49. language," Professor Dobney said.

Adapted from article available at:

https://www.sciencedaily.com/releases/2021/06/210623144901.htm

Accessed on: July 13, 2021.