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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)
Observe the following comic strip and select the correct alternative:
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)
Within the provided text, identify the conjunction that simultaneously introduces an opposing viewpoint while emphasizing causality between two ideas:
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)
According to the text above, it is possible to state that:
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)
Consider the statements related to the text presented below. Write T, for true, and F, for false:
(__)According to the text, educators who use plurilingual pedagogical practices insist on developing monolingual identities.
(__)Translanguaging pedagogies in the United States are used only as a scaffold in bilingual education programs.
(__)Plurilingual and translanguaging pedagogical practices are controversial in the education of language minoritized students.
Select the alternative with the correct sequence:
Maria foi numa padaria e comprou 4 leites no valor de R$ 6,50 cada e 3 bolos no valor de R$ 18,25 cada. Ela pagou a conta com uma nota de R$ 100,00, recebendo de troco um valor, em reais, de:
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).
Analyze the following excerpt from the text: “(...) your response has been delayed” (l. 02). Mark the alternative below that shows the sentence correctly rewritten in an interrogative structure and in the same verb tense.
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).
Analyze the following statements about the highlighted word “enough” (l. 04):
I. It is an adjective and can only be used with nouns.
II. It is an adverb, and it can modify adjectives and verbs.
III. It should be placed after the verb.
Which ones are correct?
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).
Which of the alternatives below correctly and respectively completes the gaps in the text with the missing articles, in the order of 1 to 5?
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).
In which of the sentences below the underlined phrasal verb “go on” is used with the most similar meaning to the one used in the text (l. 09)?
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).
Mark the INCORRECT alternative about the text.
A gestão de aprendizagem é capaz de trazer muitas vantagens para as escolas. Nesse sentido, analise as assertivas abaixo quanto às principais vantagens e assinale V, se verdadeiras, ou F, se falsas.
( ) Aumento da produtividade.
( ) Aprimoramento constante.
( ) Menor resiliência e pouca adaptação com as novas tecnologias.
A ordem correta de preenchimento dos parênteses, de cima para baixo, é:
São novas competências para ensinar de Perrenoud, EXCETO:
Segundo Mike Ribble, a cidadania digital envolve alguns pontos básicos:
I. Alfabetização digital (capacidade usar a tecnologia digital).
II. Saúde e bem-estar digital (ligados ao uso da tecnologia).
III. Etiqueta digital (padrão de conduta dos usuários da internet).
Quais estão corretas?
É um conjunto de propostas que definem ações voltadas à educação para que as escolas formem cidadãos ativos na construção da sociedade, definindo os métodos educacionais utilizados para que o estudante atinja o desenvolvimento de maneira geral. Esse é o conceito de:
Nessa metodologia, o aluno tem o primeiro contato com a matéria a ser estudada em casa, chegando à sala de aula (física ou virtual síncrona) já tendo lido, visto ou ouvido algum material sobre o assunto. Como se chama essa metodologia?
Pode ser classificado em dois tipos: o metodológico e o radical. O criador do modelo metodológico é John B. Watson (1878-1958), e para ele, todo ser humano aprende a partir de seu ambiente, estando o homem à mercê do meio. Essa descrição se refere a qual modelo metodológico?
Sobre trabalhar a interdisciplinaridade na educação, assinale a alternativa INCORRETA.
Sobre a avaliação da aprendizagem, analise as assertivas abaixo:
I. É um método utilizado para avaliar a evolução do ensino-aprendizagem dos estudantes.
II. O grande objetivo é construir uma prática contínua que favorece não só o aluno, como também o professor, e identifica dificuldades, falhas, pontos de fraqueza e melhorias continuamente – visando resultados positivos e uma educação mais justa e coerente com as necessidades e realidades de cada estudante.
III. Uma de suas principais características é a função de classificar os alunos, tendo como base a verificação das informações assimiladas a partir de um conteúdo de estudos previamente estabelecido.
Quais estão corretas?
Existem diversas maneiras de aplicar o ensino híbrido na escola. São modelos de ensino híbrido, EXCETO:
De acordo com Moran (2018), analise as assertivas abaixo sobre as metodologias ativas e assinale V, se verdadeiras, ou F, se falsas.
( ) A escola padronizada, que ensina e avalia a todos de forma igual e exige resultados previsíveis, ignora que a sociedade do conhecimento é baseada em competências cognitivas, pessoais e sociais, que não se adquirem da forma convencional e que exigem proatividade, colaboração, personalização e visão empreendedora.
( ) Com a internet e a divulgação aberta de muitos cursos e materiais, pode-se aprender em qualquer lugar, a qualquer hora e com muitas pessoas diferentes.
( ) O que a tecnologia traz hoje é integração de todos os espaços e tempos.
A ordem correta de preenchimento dos parênteses, de cima para baixo, é:
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