36.321, Calls: Applied Linguistics; General Linguistics; Sociolinguistics / Germany

Thu Jan 23 06:05:07 UTC 2025

LINGUIST List: Vol-36-321. Thu Jan 23 2025. ISSN: 1069 - 4875.

Subject: 36.321, Calls: Applied Linguistics; General Linguistics; Sociolinguistics / Germany

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Date: 23-Jan-2025
From: Simone Raquel Berineri [simonebernieri at estudante.uffs.edu.br]
Subject: Education for plurilingualism: the possibilities with the pluralistic approaches (16 LUSITANISTENTAG)

Full Title: Education for plurilingualism: the possibilities with the
pluralistic approaches (16 LUSITANISTENTAG)

Date: 15-Sep-2025 - 19-Sep-2025
Location: University of Munich LMU, Germany
Contact Person: Simone Raquel Berniero
Meeting Email: simoneraquelbernieri at estudante.uffs.edu.br
Web Site:
https://www.romanistik.uni-muenchen.de/lusitanistentag25_pt/simposios/didactica/educacao/index.html

Linguistic Field(s): Applied Linguistics; General Linguistics;
Sociolinguistics

Call for Papers:
The Portuguese language (historical language, with its complex
diversity) is spoken by around 260 million people (3.7% of the world's
population), being the fourth most spoken mother tongue in the world.
(Instituto Camões, 2022) In Brazil, a country with an estimated
population of 206 million (IBGE 2023), Portuguese is “the mother
tongue of almost all of the inhabitants of this country” (Bagno,
2014). Because although it is the official national language, it is
not necessarily the mother tongue of all Brazilians, but of a large
part of the country's population. Different and complementary
Brazilian political-social factors such as Brazil's past and recent
economic growth, its reception policy for foreigners, such as the
latest Migration Amnesty Law, law no. 1,664/2009, which authorizes the
regularization of foreigners who lived illegally in the country (to
cite some examples) has made Brazil famously recognized as a welcoming
country for immigrants/refugees. To illustrate in numbers according to
(Pereira, 2017, p. 110): “In 2010, the number of immigrants reached 70
thousand, [...] asylum requests reached, in 2015, almost 29 thousand,
according to data from the United Nations High Commissioner for
Refugees (ACNUR) (2010).”
With these social movements, naturally, the Brazilian linguistic
scenario is dynamically redesigned. Thus, having the school domain as
one of the social locus of transformation(action). Therefore,
Portuguese is the medium of instruction language for curricular
components for students who have not yet learned it and/or are in the
process of learning/acquiring the language. This event highlights the
need to think about the place of languages in schools and the
development of plurilingual skills (of teachers and students,
immigrants/refugees or not) in which a plurilingual approach to
language teaching implies “pensar o ensino e a aprendizagem de forma
sinergética e integrada, promovendo zonas de transferência entre
diferentes conhecimentos linguísticos, declarativos e processuais já
adquiridos pelos aprendentes.” Melo-Pfeifer (2020, p.22) We thus
highlight the notorious and emerging need to understand the processes
of teachers' pedagogical actions, and the didactic-pedagogical
relationships that shape the perception and attitudes of the teaching
group, students in relation to linguistic diversity in Brazilian
schools.
And, based on understanding this context, work to promote teacher’s
training to equip them, through work with pluralistic approaches
(Candelier, 2007) for work in favor of plurilingual education “pautada
na sensibilização perante as suas línguas e as do outro, mas sem
deixar de investir nas diferentes habilidades que podem ser
desenvolvidas a partir de uma língua” (Horst, Krug, 2020, p. 1278).
Thinking, this way, about the set of individuals involved in this
network that associates the school domain, focusing on teachers and
students as a whole (immigrants/refugees or not). Because, “a cultura
linguística brasileira, pode-se dizer, é ainda fortemente monolíngue e
elitizada” (Broch, 2014, p.16) and we need, through the repertoire of
knowledge produced by linguistics, to provide opportunities and
support the promotion of practices favorable to a plurilingual
education, so that our country does not repeat, in a school
environment, mistakes from the past, with immigration languages from
other historical moments that arrived in Brazil.
Furthermore, we highlight deaf individuals, who also do not have
Portuguese (an oral language) as their mother tongue, but rather a
signed language (LIBRAS, by way of example), in the case of Brazil. In
addition to communications proposals focused on the reality of Brazil,
experiences from other Portuguese-speaking countries are especially
welcome, also considering Portuguese in multilingual contexts and
phenomena that emerge from these contacts, such as: borrowing,
code-mixing, code-switching , code-blending, translanguaging and
teaching perspectives from plural approaches, therefore, according to
Andrade; Lourenço and Sá (2010, p. 70) “a universalização do acesso à
educação, os movimentos migratórios recentes e a rede global de
comunicação, entre outros fatores, trouxeram para o interior das
escolas uma grande multiplicidade de línguas e culturas, (CNE, 2008),
com os quais a educação escolar deverá saber lidar quotidianamente, de
forma a garantir a equidade e o desenvolvimento pleno das
potencialidades de que cada criança é portadora (UNICEF, 1989; UNESCO,
2001).”
Proposals must be sent to Cristiane Horst and Simone Raquel Bernieri
by March 15, 2025:
Cristiane Horst: cristianehorst79 at gmail.com
Simone Raquel Bernieri: simonebernieri at estudante.uffs.edu.br

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