Portuguese as a heritage language

which Portuguese? Which language? Which heritage?

Authors

DOI:

https://doi.org/10.14393/DL34-v12n2a2018-18

Keywords:

Portuguese as a Heritage Language, Portuguese Language, Polycentric language

Abstract

In this contribution, which assumes its essayistic nature, we will reflect on the concept of “Portuguese as a Heritage Language” (PHL), following its tripartite nature. Hence, we will develop our reflection around the following three aspects: i) which Portuguese is dealt with in the studies on PHL, taking into consideration the fact that it is a pluricentric language?; ii) which notion of “language” informs the research on PHL and how does it influences the nature of the researched phenomena?; and, iii) what could be called heritage(s) in the field of PHL and how is the individual valued (or not) in the process of inheriting?

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Author Biography

Silvia Melo-Pfeifer, Universidade de Hamburgo

Silvia Melo-Pfeifer (silvia.melo-pfeifer@uni-hamburg.de) holds a PhD in Foreign Language Education. She is currently Professor at the Department of Education in the University of Hamburg (Germany). She is a member of CIDTFF (Research Centre

References

BAGNO, M. Duas Línguas, Quantas Políticas? In: PINTO, P.F.; MELO-PFEIFER, S. (ed.). Políticas Linguísticas em Português. Lisboa: LIDEL (no prelo, 2018).

BASTOS, M.; MELO-PFEIFER, S. O Português em Moçambique e na Alemanha: da diversidade de estatutos à diversidade de abordagens didáticas. In: MONTEIRO, A. C.; SIOPA, C.; MARQUES, J. A.; BASTOS, M. (ed.). Ensino da Língua Portuguesa em Contextos Multilingues e Multiculturais. E-Book. Porto: Porto Editora, 2017, p. 173-194.

BLACKLEDGE, A.; CREESE, A. Multilingualism: A Critical Perspective. London: Continuum, 2010.

BRINTON, D.; KAGAN, O.; BAUKUS, S. (ed.). Heritage Language Education: a new field emerging. New York: Routledge, 2007.

CLYNE, M. Pluricentric languages: Introduction. In: CLYNE, C. (ed.), Pluricentric languages. Berlin: De Gruyter Mouton, 2012, p. 1-10.

COELHO, L. Português: língua de herança colonial – uma prática local. In: MELO-PFEIFER, S. (ed.), Didática do Português Língua de Herança. Lisboa: LIDEL, 2016. p. 74-83.

COOK, V. Evidence for Multicompetence. Language Learning, n. 42, 1992, p. 557-591.

CUMMINS, J. Teaching for transfer: challenging the two solitudes assumption in bilingual education. In CUMMINS, J.; HORNBERGER, N. (eds), Encyclopedia of Language and Education, 2nd Edition, Volume 5: Bilingual Education. NY: Springer, 2008, 65–75. https://doi.org/10.1007/978-0-387-30424-3_116

FANECA, R.; ARAÚJO e SÁ, M. H.; MELO-PFEIFER, S. Is there a place for heritage languages in the promotion of an intercultural and multilingual education in the Portuguese schools? Language and Intercultural Communication, v. 16.1, 2016, p. 44-68. https://doi.org/10.1080/14708477.2015.1113751

FERREIRA, T. “Faço o pino!”: Representações e práticas de professores de Português Língua de Herança”. In: MELO-PFEIFER, S. (org.), Didática do Português Língua de Herança. Lisboa: Lidel, 2016, p. 246-277.

FLORES, C. The effect of age on language attrition: Evidences from bilingual returnees. Bilingualism, Language and Cognition, n. 13.4, 2010, p. 533-546. https://doi.org/10.1017/S136672890999054X

FLORES, C.; MELO-PFEIFER, S. O conceito ‘Língua de Herança’ na perspetiva da Linguística e da Didática de Línguas: considerações pluridisciplinares em torno do perfil linguístico das crianças lusodescendentes na Alemanha. Domínios de Lingu@gem, 28/3, 2014 (16-45). URL http://www.seer.ufu.br/index.php/dominiosdelinguagem.

FRIEDMAN, D.; KAGAN, O. Academic Writing Proficiency of Russian Heritage Speakers. In: BRINTON, D.; KAGAN, O.; BARCKUS, S. (eds.). Heritage Language Education: a new field emerging. New York: Routledge, 2007, p. 181-198.

GARCÍA, O.; WEI, L. Translanguaging. Language, Bilingualism and Education. Hampshire: Palgrave Macmillan, 2014.

GOGOLIN, I. Der monolinguale Habitus der multilingualen Schule. Münster & New York: Waxmann-Verlag, 1994.

GONÇALVES, M. L. S. Tackling sustainability: first steps into co-designing teacher professional development. APPLES – Journal of Applied Language Studies, Special Issue Co-Designs. Envisioning Multi-sited Language Education Policies. 2017, n. 11, 3.

HORNBERGER, N. Continua of Biliteracy. In: HORNBERGER, N. (ed.), Continua of Biliteracy: an ecological framework for educational policy, research, and practice in multilingual settings. Clevedon: Multilingual Matters, 2003. p. 3-34. https://doi.org/10.21832/9781853596568

HORNBERGER, N.; WANG, S. Who are our heritage learners? In: BRINTON, D.; KAGAN, O.; BARCKUS, S. (eds.). Heritage Language Education: a new field emerging. New York: Routledge, 2007, p. 3-35.

JENNINGS-WINTERLE, F.; LIMA-HERNANDES, M. C. (org.) Português como Língua de Herança: a filosofia do começo, meio e fim. New York: Brasil em Mente, 2015.

KAGAN, O.; CARREIRA, M.; CHOK, C. (ed) The Routledge Handbook of Heritage Language Education. From Innovation to Program Building. Oxon: Routledge, 2017.

LIRA, C. Alfabetização bilíngue em POLH: o caso dos alunos teuto-brasileiros. In: SOUZA, A.; LIRA, C. (orgs). O POLH na Europa – Português como Língua de Herança. Londres: JNPaquet Books, 2017, p. 149-181.

LITTLE, D. The linguistic and educational integration of children and adolescents from migrant backgrounds. Brussels: Council of Europe. URL http://www.coe.int/t/dg4/linguistic/Source/Source2010_ForumGeneva/MigrantChildrenConceptPaper_EN.pdf. 2010. https://doi.org/10.1080/13670050.2017.1348463

LITTLE, S. Whose heritage? What inheritance?: conceptualizing family language identities. International Journal of Bilingual Education and Bilingualism, 2017, DOI: 10.1080/13670050.2017.1348463

MAKONI, S.; PENNYCOOK, A. (ed.). Disinventing and Reconstituting Languages. Clevedon: Multilingual Matters, 2007.

MAY, S. (ed.). The multilingual turn. Implications for SLA, TESOL and Bilingual Education. Oxon: Routledge, 2014.

MELO-PFEIFER, S. „POÉTICA, Maleável, ENCANTANDORA, Mágica“: perfil dos docentes de Português Língua de Herança e sua relação com a língua objecto de ensino e de aprendizagem. In: Atas do VI Simpósio SIMELP. Santarém: ESE de Santarém, no prelo.

______ Business as usual? (Re)conceptualizations and the multilingual turn in education. The case of Mother Tongue. In: JESSNER, U.; VETTER, E. (ed.) (no prelo).

______ Drawing the multilingual self: how children portray their multilingual resources. IRAL-International Review of Applied Linguistics in Language Teaching, v. 55, n. 1, 2017, p. 1–20. https://doi.org/10.1515/iral-2017-0006

______ Public understanding of linguistic planning and national speakers’ linguistic rights: a case study on the orthographic reform debate in Portugal. Language in Society, n. 45/3, 2016, p. 423-443.

______ Didática do Português Língua de Herança. Lisboa: Lidel, 2016.

______ The role of the family in Heritage Language use and learning: impact on heritage language policies. International Journal of Bilingual Education and Bilingualism, v. 18.1, 2015, p. 26-44. https://doi.org/10.1080/13670050.2013.868400

______ Que política linguística para o ensino do Português junto das Comunidades Lusófonas? Reflexões a partir da Alemanha. In: COELHO, L. (org.), Encontros por contar: Alemanha e Portugal. Lisboa: Orfeu, 2014, p. 195-226.

MELO-PFEIFER, S.; FERREIRA, T. Política linguística e ensino de Português para a Diáspora. In: PINTO, P. F.; MELO-PFEIFER, S. (org.), Políticas linguísticas em Português. Lisboa: LIDEL (no prelo, 2018)

MELO-PFEIFER, S.; SCHMIDT, A. Portuguese and German repertoires perceived by Portuguese speaking children in Germany: a tale of two continua. Journal of Multilingual Education Research (no prelo).

______ Linking “Heritage Language” Education and Plurilingual Repertoires development: evidences from drawings of Portuguese pupils in Germany. L1-Educational Studies in Language and Literature, n. 12, 2012, p. 1-30. Disponível em http://l1.publication-archive.com/public?fn=document&id=2497&repository=1 Acesso em 25 novembro 2017.

NORTON, B. Identity and Language Learning: Extending the Conversation. 2nd ed. Bristol: Multilingual Matters, 2013. https://doi.org/10.21832/9781783090563

OLIVEIRA, G. O Sistema de Normas e a evolução demolinguística da Língua Portuguesa. In: ORTIZ, M. L. A.; GONÇALVES, L. (Orgs.) O Mundo do Português e o Português no Mundo afora: especificidades, implicações e ações. Campinas: Pontes, p. 25-43.

ORTEGA, L. Ways Forward for a Bi/Multilingual Turn in SLA. In: MAY, S. (ed), The Multilingual Turn. London: Routledge, 2014, p. 32-53.

ORTIZ, M. L. A.; GONÇALVES, L. (Orgs.) O Mundo do Português e o Português no Mundo afora: especificidades, implicações e ações. Campinas: Pontes, 2016.

PIIPPO, J. Línguas Maternas no Ensino Básico: Espanhol e Português na Área Metropolitana de Helsínquia. Helsínquia: Unigrafia Oy, 2016.

POLINSKY, M. Heritage Language Narratives. In: BRINTON, D.; KAGAN, O.; BARCKUS, S. (eds.), Heritage Language Education: a new field emerging. New York: Routledge, 2007, p. 149-164.

ROTHMAN, J. Understanding the nature and outcomes of early bilingualism: Romance languages as heritage languages. The International Journal of Bilingualism, n. 13.2, 2009, p. 155-163. https://doi.org/10.1177/1367006909339814

SELINKER, L. Interlanguage. International Review of Applied Linguistics, n. 10, 1972, p. 209–231.

SOUZA, A. Is Brazilian Portuguese being taught as a community or heritage language? Language Issues, n. 27.1, 2016, p. 21-28.

SOUZA, A.; LIRA, C. (orgs). O POLH na Europa – Português como Língua de Herança. Londres: JNPaquet Books, 2017.

TARONE, E. Interlanguage as chameleon. Language Learning, n. 29.1, 1979, p. 181–191. https://doi.org/10.1111/j.1467-1770.1979.tb01058.x

VALDÉS, G.; FISHMAN, J.; CHÁVEZ, R.; PÉREZ, W. Developing Minority Language Resources. The Case of Spanish in California. Clevedon: Multilingual Matters, 2006.

WILEY, T. The problem of defining heritage and community languages and their speakers: on the utility and limitations of definitional constructs. In: WILLEY, T.; PEYTON, J.; CHRISTIAN, D.; MOORE, S.; LIU, N. (ed.), Handbook of Heritage, Community, and Native American Languages in the United States. Oxon: Routledge, 2014. p. 19-26. https://doi.org/10.4324/9780203122419.ch2

Published

2018-06-29

How to Cite

MELO-PFEIFER, S. Portuguese as a heritage language: which Portuguese? Which language? Which heritage?. Domínios de Lingu@gem, Uberlândia, v. 12, n. 2, p. 1161–1179, 2018. DOI: 10.14393/DL34-v12n2a2018-18. Disponível em: https://seer.ufu.br/index.php/dominiosdelinguagem/article/view/40451. Acesso em: 22 dec. 2024.