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
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
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)
Department of English Studies, Sophia University, Japan
Mitsuyo Sakamoto is a Professor in the Department of English Studies as well as Graduate School of Languages and Linguistics at Sophia University in Tokyo, Japan. She is a sociolinguist interested in how social settings enhance and inhibit bilingualism, and has been doing fieldwork in Japan, Canada, and Brazil. Currently she is working on a government-funded five-year project that addresses the need for effective majority education in establishing a pluralistic nation. She teaches minority language education, language and power, and critical applied linguistics. Her recent English publications include Ethnolinguistic vitality among Japanese-Brazilians: Challenges and possibilities and Moving towards effective English language teaching in Japan: Issues and challenges. She received a Ph.D. in second language and multicultural education from University of Toronto, Canada.
INVITED LECTURE2 | 招待講演２