Plurilingual practices to teach and learn Spanish in migrant and indigenous contexts
DOI:
https://doi.org/10.14393/DL27-v10n4a2016-15Keywords:
Language management, Plurilingualism, Spanish language, Linguistic policiesAbstract
This article aims at analyzing the language management in two classroom contexts in which Spanish constitutes the object of teaching: on the one hand, classes with young Brazilians belonging to a Ukrainian community; and on the other hand, classes with Argentinean indigenous children. In such contexts, it is believed that the languages are part of a set of semiotic resources mobilized socially in relation to specific activities as well as individual goals and collective activities in which languages are part of. In addition, the languages, as verbal resources, are assumed to articulate with complex repertoires that cannot always be classified in units that correspond to the idea of "language". Thus, this article analyzes how the verbal resources, which are distributed asymmetrically among the participants of the interactions, are put into play in teaching-learning situations. To this end, two situations in classrooms with students of multilingual communities in Brazil and Argentina are investigated. The article is organized as follows: firstly, the theoretical framework and the method are presented. Secondly, the contexts and the classrooms that are taken for analysis are introduced. Thirdly, the axes of analysis and results are defined; and finally, some conclusions of this study are presented.
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