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Portuguese in Germany: considering issues of heritage language development and biliteracy
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| 6 |
Paisagens Linguísticas
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In: Domínios de Lingu@gem; Vol 14 No 4 (2020): Linguistic Landscapes; 1024-1058 ; Domínios de Lingu@gem; v. 14 n. 4 (2020): Paisagens Linguísticas; 1024-1058 ; 1980-5799 (2020)
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Rezeptive Interkomprehension
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In: Plurale Ansätze im Fremdsprachenunterricht in Deutschland: State of the art, Implementierung des REPA und Perspektiven ; https://hal.archives-ouvertes.fr/hal-02294644 ; Melo-Pfeifer, Silvia; Reimann, Daniel. Plurale Ansätze im Fremdsprachenunterricht in Deutschland: State of the art, Implementierung des REPA und Perspektiven, Narr Francke Attempto Verlag, pp.187-203, 2019 (2019)
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| 9 |
L’intégration des approches plurielles dans les manuels d’allemand langue seconde en Allemagne
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In: Pour une éducation langagière et plurilingue, inclusive et éthique ; https://hal.archives-ouvertes.fr/hal-02428012 ; Ildiko Lõrincz. Pour une éducation langagière et plurilingue, inclusive et éthique, Université Széchenyi Istvan, 2019 (2019)
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| 10 |
Mediation(s) in an on-line, multilingual teacher education environment ... : Mediation(s) in an on-line, multilingual teacher education environment ...
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| 11 |
Entrevista com Prof. Dr. Sílvia Melo-Pfeifer (mit deutscher Übersetzung)
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| 14 |
Portuguese and German Repertoires Perceived by Portuguese Speaking Children in Germany: A Tale of Two Continua
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In: Journal of Multilingual Education Research (2018)
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| 15 |
Accepter n’est pas intégrer: Les langues et cultures d’origine vues par les enseignants au Portugal
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| 16 |
Multilingual interaction in chat rooms: translanguaging to learn and learning to translanguage
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| 17 |
Former pour et par l’intercompréhension: les langues comme objet et objectif de la formation de formateurs de la plateforme Galapro
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| 18 |
Papel dos pais moldavos na manutenção da língua de herança dos filhos em contexto de imigração portuguesa
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| 19 |
Is there a place for heritage languages in the promotion of an intercultural and multilingual education in the Portuguese schools?
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Abstract:
This paper is part of a case study aimed at researching the multilingual repertoires of young people from a linguistic and cultural minority. Further, it analyzes the role of and the place given to heritage languages (HL) in the development of a multilingual and intercultural competence in schools. In the scope of the study mentioned above, a survey was conducted using an online questionnaire distributed to students from a migrant background. These students attended two primary and secondary schools in the central region of Portugal during the academic year 2013–2014. Results show that the respondents value their HL and perceive them as an instrument of social interaction as well as identity construction and affirmation. Additionally, the results show that both school and teachers recognize and respect the students’ linguistic and cultural capital as well as their composite and plural identities. However, they do not take advantage of this in the classroom by not promoting activities that enrich their students’ cultural and linguistic culture. In this context, the possibilities for an education in/with HL, as a pedagogical and didactic project, are not yet present in the school curriculum and habitus, on the one hand, because there are no educational language policies that incorporate it, and on the other hand, because both school and teachers do not seem to value the role and usefulness of HL in the promotion of an intercultural and multilingual education. ; Este artigo é parte de um estudo de caso que pretende investigar o repertório plurilingue de jovens de minorias linguísticas e culturais. Esse projeto analisa ainda o papel e o espaço atribuído às Línguas de Herança (LH) no desenvolvimento da competência plurilingue e intercultural na escola. No âmbito daquele estudo, foi elaborado um inquérito por questionário on-line, que foi preenchido por alunos de origem migratória. Estes alunos frequentavam duas escolas básicas e secundárias da região centro de Portugal, durante o ano letivo 2013/2014. Os resultados mostram que os respondentes valorizam as suas LH e compreendem-nas como instrumentos de interação social e de construção e afirmação da identidade. Adicionalmente, os resultados evidenciam que, quer a escola, quer os professores, reconhecem e respeitam o capital linguístico e cultural dos alunos, assim como as suas identidades plurais compósitas. No entanto, não rentabilizam estas características, não promovendo atividades de enriquecimento das culturas linguísticas e culturais daqueles alunos. Conclui-se que, em contexto escolar, as possibilidades para uma educação em e com as LH, enquanto projeto pedagógico e didático, ainda não estão presentes nos currículos e nos habitus escolares, por um lado, porque não existem políticas linguísticas educativas que as enquadrem e, por outro, porque nem escolas nem professores parecem valorizar o papel e a utilidade das LH na promoção de uma educação intercultural e plurilingue.
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Keyword:
Heritage languages; Intercultural education; Linguistic and cultural minorities; Multilingual and intercultural competence; Multilingual repertoire
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URL: http://hdl.handle.net/10773/16259
https://doi.org/10.1080/14708477.2015.1113751
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| 20 |
Heritage languages of young people from linguistic and cultural minorities in Portuguese schools: monolingual temptation versus multilingual realities
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