KEYNOTE LECTURE|基調講演

 

Cenários de diversidades e multilinguismos no início dos  séculos XX e XXI: um país formado por imigrantes e narrativas  da mídia impressa sobre a migração contemporânea

Marilda C. Cavalcanti
Universidade Estadual de Campinas
Pesquisador CNPq

Nos caminhos de minha trajetória de pesquisa venho focalizando cenários de diversidades e multilinguismos, mais especificamente, minorias e  minoritarizações sociais e linguísticas. Nesta apresentação, passeio pelo histórico da imigração antiga, planejada para povoar o Brasil, e pelas narrativas da mídia convencional/comercial  sobre a migração contemporânea, em especial, a haitiana. Tomo essa migração como parte do movimento continuado e da aceleração na paisagem espaço-temporal e linguístico-comunicativa no país. Vejo as narrativas da mídia com potencial para influenciar representações sociais.

Palavras-chave: minorias; imigração antiga;  migração recente; narrativas da mídia. 

 

Scenarios of diversity and multilingualism in the early 20th and 21st century: a country made up of immigrants and print media narratives on contemporary migration

Marilda C. Cavalcanti
University of Campinas
CNPq/Brazil researcher

In the paths of my research trajectory I have been focusing on scenarios of diversity and multilingualism, more specifically minorities and social and linguistic minorities. In this presentation, I take a walk through the history of ancient immigration, planned to populate Brazil, and the conventional / commercial media narratives on contemporary migration, especially Haitian migration.I take this migration as part of the continued movement and acceleration in the space-time and linguistic-communicative landscape in the country. I see media narratives with the potential to influence social representations.

Key-words: minorities; ancient immigration; recent migration; media narratives.

 

INVITED LECTURE1 | 招待講演1

Monolingualism to translanguaging and beyond:

Exploring perspectival evolution of what it means to know languages

 

MITSUYO SAKAMOTO, Sophia University

 

Keywords: bilingualism, translingualism, theoretical evolution, psycholinguistics, sociolinguistics

     Given advancements in applied linguistics research, technology and international mobility (Vertovec, 2007), our conception of “knowing languages” has evolved from a simplistic view that espouses monolingualism as the norm to something more complex, nuanced and contextual (e.g., Block, 2012; Blommaert, 2016; Pennycook, 2001; Rampton, 2016; Sakamoto, in press). This evolution will be traced, starting with the separate underlying proficiency (SUP) model (Cummins, 2001) and natural approach (Krashen & Terrell, 1983), extending to other discussions including domain-specific language development (Grosjean, 1998, 2008) and the notion of multicompetence (Cook, 2008). The claims made will be explored to see to what extent they address the realities of those who are exposed to and know different language(s) besides the mother tongue.

     One of the most recent notions that reflect postmodern epistemology in knowing multiple languages is translanguaging (Garcia & Wei, 2014), and indeed it has afforded us an important, insightful, useful and powerful reconceptualization of a multilingual individual. Garcia and Wei (2014) insist that bilingual’s linguistic repertoire is neither L1 nor L2, but one new, unique system comprised of features that are always at bilingual’s disposal, to be used creatively. This notion has led to a call for de-stigmatizing the idiosyncratic language variety used by those who know and use more than one named language, thus celebrating and empowering their language use.

     However, irrespective of translanguaging realities, it is argued that students are never free to exercise language use in their own ways in school (Sakamoto & Saruhashi, 2018); whatever that is in line with social norm is rewarded (Kubota, 2016), and other varieties and language practices, including translanguaging, are often dismissed, if not penalized. 

     Furthermore, if translanguaging is not only confined to classroom but impacts beyond, in addition to descriptions of and examples from classroom, there needs to be discussions that describe social transformations which are enacted by educators, students, schools and others via translanguaging. Moreover, in addition to documenting creative and idiosyncratic moments of translanguaging, there needs to be concrete suggestions made as to how students can be supported and facilitated to engage in translanguaging, not just in the classroom but beyond.

     While the advancement in our knowledge has been extensive and compelling, it is argued that complex realities of multiple language knower (the terms such as “bilingual” and “multilingual” are purposely avoided here) are still not fully realized and hence appropriate ways of educating them are still ill-defined. A call is made to further our understanding and appreciation of translanguaging in order to maximize what our students have to offer. (419 words)

Profile

Mitsuyo Sakamoto

Department of English Studies, Sophia University, Japan

 

INVITED LECTURE2 | 招待講演２

つながる日本語教育：実践コミュニティをつくろう

トムソン木下千尋(UNSW) 

 

要旨

　みなさんはなぜ日本語教育を実践しているのでしょうか。また、みなさんは「学び」をどのように考えていますか。

　「自分が学ぶ」「一人で学ぶ」というのが従来の学びの考え方ですが、「誰かの、何かの力を借りて、実践に参加することで状況的に学ぶ」と考えるのが、社会文化的アプローチの考え方です。そして、その参加する場が「実践コミュニティ」です。さらに、様々な実践コミュニティ間を行き来することによって生まれるのが越境的学習です。私は人とつながる力をつけるのが日本語教育の大きな目標だと思っています。言語をつなぎ、文化をつなぎ、世代をつなぎ、社会をつなぐ、「人とつながり、世界とつながる日本語教育」です。本講演では、人とつながることで日本語を学び、学ぶことで人とつながる、そんな実践コミュニティを作る学習環境のデザインを、社会文化的アプローチの考え方に触れ、オーストラリアの実践例を紹介しながら、検討します。「つながる日本語教育」をみなさんの現場でどのように実践できるかのヒントになるといいと思っています。

 

プロフィール

トムソン木下千尋

トムソン木下千尋は、学習院大学卒業。米国アリゾナ州立大学で教育学修士、博士号を取得。シンガポール国立大学などを経て、現在、豪州ニューサウスウェールズ大学（UNSW, Sydney）日本研究課程教授。豪州日本研究学会元会長。日本国外務大臣表彰(2016)など、受賞多数。編著書には『外国語学習の実践コミュニティ』(2017),『人とつながり、世界とつながる日本語教育』(2016)、『学習者主体の日本語教育』(2009)など。