Texto 11 - Beato Canato 2021 (Capítulo 06)

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researche
rsareincon stan
tdialoguetoelabora
teona l
ternat
ives
forsoc
ialt
rans
format
ion,
asthe ypos
it
ionthem selve
sandcoun te
rpointtherecentthrea
tstha
th avebeenposed
toa cademicfreedom ,educ a
tionanddemo cracy(e
.g.
,B EATO
-CANA TO;JORDÃO,2021;
DUBOC ;FERRAZ ,2020 )
.Th epresentcol
l e
ctiono fpapersvoi
cescur
r entper
spect
iv e
s
developedb yBraz
il
i anresea
rchersandadd stothebod yofknowledgeinanareawhich
hasconqu ered mu chroom inth ep as
td ecades(CAVA LCANTI
,2004)and,asa matte
r
offact
,h asexp andedso mu chth atnowsom er esea
rch e
rsproposethati
tist
im eto
abandonth i
s “
room ”andde velopitsroot
sinnewt e
rra
ina sAppl
iedLingui
st
icsmadein
Bras
i
l( JORDÃO ,thi
svo lume).
Moi
taLope s(2009 )arguedtha tAppliedL inguistic
sha snocanonfo rd ifferen t
unders
tanding sareop era
t edona stheba s
istoproducen ewknow l
edg einthef e
ld.Wh ile
it
isno t
edfo r
itsint e
rdisc
iplinar
it y
,espec
i a
llywithdi
scip
line s
inHum anit
ies(MO I
TALOP ES,
2009)
,AppliedL inguist
i c
si sno tor
iouslyinter
facedw i
thedu ca
tion,ar e
lat
ionshipwh ich
hasbeenlongp romu lgated (CELAN I
,2001;CAVA LCAN T
I,2004 )
.Thisn ewAR EScollect
ion
ar
rivesatthisint e
rse c
tion.Th eth em esandsub jectspu tund erscrut
inya recru c
ialfor
contempor aryt eacheredu ca
tion(BOHN ,2013),whilealsoa c
coun tingforth e
in t
ricate
role
slangu agesh a veund ertak eninsuchacomp lexdiscurs
ives cenar
io.W eund erstand
thesechapter
sa scrit
icalf
ram e
sth atprov
id em ean
ingfullearn
ingoppo r
tuni
tiesinbridging
teacher
s’professional
ismtoth epo li
tic
so fsocia
lli
fe
.
Th
isbookbr
ing stex
tsw r
ittenbytheauthor
swhoa ccep
tedourinv
ita
tiontosubmi
tat ext
forpub
lic
ation
,a sw e
llasach apterbyaspecia
l memberoftheaudience.Werecei
v ed
chap
ter
sthatco ve
rthe fo
llowingtopi
cs:Appl
iedLingu
ist
ics
inBrazi
l
;Eng l
isha
sa l
ingu a
fr
anca
;Conc ep
tionsof
langu ageandteache
rprac
tice
;Mult
il
ite
rac
iesandsecondl
angu age
pr
act
ice
s;andP ronunc
i at
ionteaching
.
Afte
rth eintrodu ctionw r
it
tenb ytheed itors
,th eboo kb r
ingsach ap t
erw rittenb yCla
rissa
Men ezesJo rd ãotitled Appl
iedlinguis
tic s“mad einB rasi
l”
:agu essinggam e. W e
in v
it ed
profes
sorC l a
rissaJordãotocontributew iththisch ap terbecau sesh eattend edmo s
tofth e
Q&As ession sanden lightenedth e
livedi scussion swithh erknow ledg eo fc r
iti
c a
lApp l
ied
L
ingu i
stics.Th ech apte
rm akesac as
e fo
r‘ appliedlingui s
ti
csmad einB ras
il’,highlight
ingth at
research erswho fol
lowth i
sp e
rsp ect
ivea r
econ cern edw i
th “p
robl em a
tizingth eimp acts
oflanguag eonth emo s
tdiver
sesub jec
t sonp l anet”(p..
.)
,rath e
rth and escrib
ing languag e
struc
tur e
.Th eautho rbui
ldsherargum en ta roundth eideath atappliedlingu is
ticsm adein
Bras
ili
sno tth em ere‘appl
icat
ion’ofLingu is
ticsand it sso-ca
lleds c
i ent
if cknow ledg eand
methods;in stead,sh edescr
ibesitasad if erentapp ro achtol angu ageands cienceb ased
ona local,situ a
ted,andhum anizedp ersp e c
tive.Th eau thorth ene xplainshow “appl
i ed
l
ingu is
ticsm ad einB ra
si
l”hascon t
ribut edto langu aget e
ach eredu cation.
These
condchapterwascowri
ttenbyEdu ardoH enr
iqu eDin
izFigue
iredoandS áv
io
S
ique
ira
.Mirro
ringthe
irjo
intpresen
tation
inth eAppliedLingui
st
icsQ&Ae vent
,the
twore
sear
cherswri
teabouthowEnglishasalinguaf
ran ca(E
LF)canbetaugh
t lo
cal
ly
.
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Theau tho rsb eginb yp rovid

ingad et a
iledd efnitiono ftheEng lish-as
-a-
lingu a-fr
an ca
const
ru ct
,wh i chinc
lude stheirviewo flangu age,l
ingu afranca,andhowthe secon st
ru c
ts
re
l a
tetoEng l
ishand its“unp r
e ceden tedglob alpresen c
e”(p… ).Ne xt
,thech apterpro v
ides
anan sw ertotheque st
ionpo sedb ythee v entorgan iz
ers.Theau thorsstar
tb ychang ing
thefo cuso ftheque stionande xplainth atalthoughthe ydono tthinkE L
F ist e
a chable
,
theyseeE LFa sh av
ing impo rtantimp l
icationsforl anguaget eaching.Inthisse c
tion,the
authorsp resen tpossiblew ay
sto in tegrat ethep r
in c
iplesofth eE LFp ar
adigm intoth e
Engl
ish langu ageclassroom ,asw e
llasp rovidep ract
i ca
le xamplesofhowtot eachEng l
ish
fo
llow ingth eE L Fparad igm.Th eau tho rscon clud ethech apterb yadd ressingsom eof
theaud ien ce
’sque st
ion s.The ysele c
t edimpo rtantque stionsre
l atedtothes t
atusofE LF
research inB razi
l,prof ciencye xam s
, l
angu aget eacheredu cation,then ativesp ea ke
r
standard,andtheB ra z
il
i ancurriculumgu ide l
ines(BNCC )
.
A
less and raCou tinhoF ernande sw rotetheth irdch apt e
r,whichadd ressesdeque s
tion:
‘Canc rit
i ca
ledu c a
tionbep romo tedw ithmu lt
iliter
a c
ie s?
’Herch apte
rw asw r
it
t enh aving
inm indthecon texto f
in i
tialteacheredu ca
tion inapub licBra
zi
lianuniversity
.Theau thor
organiz esthech apt eraroundtwom a
inse c
tion s
.First
,shedefne stwoke yt erm s
:C r
itica
l
langu ageedu cat
ionand mu lt
ili
teracie s
,asw e
lla sp rovidesahistor
icalo v e
rviewo fthe
twot erm s.Th en,sh ep rovid esther e adersw ithe xamp le
so f mult
il
iteraciesp ract
i ces
experien cedb yhe randhe runde rgradu atestuden tsfromtheF edera
lUni versi
tyo fParaná
(UFPR ).Inth iss ect
ion ,th eau thord e scr
ib e
s ind et a
ilhowsh eeng ag edh e
rs tud ents
inde v e
lop ingth reep ro
je ctsthatwou ldallowthemtoe xperimentw ithimpo rtant
conc ep t
so fC r
itica
lL iteracyandC r
iticalVisualL it
era cyth a
ttheyh addi scussed inclass.
Inhe rcon cludingr em arks,shes t
r es
se sthef actth atwo rk
ingw ith mu
ltil
it e
raciesisno t
dependen tonu s
ingnewt e chnologies.None the less
,itr equ
iresw i
ll
ingnes stowo r
kw ith
mul
timod a
l
it yand i
t “
invo l
v esexploringtheafo rd anc esoflanguagesingene ra
l […]and
eng agingbo tht eachersands tuden t
s inthinkingabou ttheafo rdancesand l
im it
ations
of me aningp rodu ctiona cro s
s mode s”(p.66 )
.
St
i
lle xploringthemu lt
il
ite
racie
sandc r
itica
ledu ca
tiontheme ,An aPaulaDubo c’
sch apter
inv
it esu stor efec
tonwh yw eoftena s
so cia
t e multi
l
iterac
iesw i
thd ig
ita
lt echno
log ies
,
andshe m a
ke sacaseforustothinkofmu lt
ili
t e
raciesa sasocia
lphenomenon th a
tc an
d
isp ens ew i
tht echnology
.Dubo cadop tsacon versat
ion a
lstyletos t
ructureh e
rt ext,
wh
ichb r
ing su stheimp re
ssionsheissti
llfa c
ingthecompu tercame raandin te
racting
w
ithth eaud ienceth a
tattendedh eronlin es es
sion.T owardsth eendo fthet ex
t,sh e
d
ispla y
squ estionsposedb ytheaud ienc eandw e avesarespon setoth esequ e
stion s
wh
ilead vo ca
tingfor“an ewc r
iti
calscrutinya roundth econc ep
to f mult
i
litera
cies”(p.
75
),wh ich,a ccord
ingtoDubo c
,shouldtake intoac counttheexistenceof“bodies
,who se
tempo r a
l-spatia
l memo r
ies
,n ar
rat
ives,expe r
ien cesa rer
ichl
yhe terogeneou sand,thu s
,
couldno tfollowp re-es
tabl
ishedno rmso r mode ls”(p
.76 )
.
Tu
rningtothepromp
tquest
ion“Howdodife
rentl
anguageconcep
tion
sinfuen
ce
te
achers
’pra
cti
ce?
”
,Adr
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aKurtenDe
l
lagne
loandthegues
tco-au
thorMar
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terW.
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Mor
itzexplorehowtwod iferentconcept
ion sleadtod if e
rentp edagogicalpract
i ces
.
Namely
,the ydiscu sspo s
sib
leped agogica
lcon sequen cesofseeinglangu ageass yst
em
andlangu ageasso c
ialpract
ices
.Theau thorsstartb ycaut
ioningther eaderstothef act
thatocc as
ional
lyth ereisa mism a
tchb e
tw eente acher
s’statedlanguag econc eption
andtheiractualp ractice
sinthec la
ssroom.The yalsode fendthepo intofviewth atthe
st
ructuralpropertieso falanguageshouldbep a
rto fc
lassroomp ract
ices
,bu talw aysin
theserviceof me aning,andth i
spointisi
llust
r at
edw i
thhow mod al
itycanbee xplored
w
ithafo cuson me aning-m a
king.Theautho r
scon cludethech apterbyil
lu s
trat
inghow
thesam ekindo ft ext(twoletter
so fapplica
tion)c anb ee xp
loredd iferent
lyinc l a
ss
dependingonthe langu agecon cept
ionfollow edb yteachers
.
St
il
lpu rsuingthequ est
ionon langu ag econ ceptionandt e achers
’p r
actice,An aP au
la
Marque sBe ato-Canatoo rg an
izeshe rch apte
ra roundac entralargumen t:Edu cat
ion is
“apo li
ticalact
ion”andthe rei
snosu chath inga sneu tr aledu cat
ion.Adop tingaF reir e
an
perspe ct
iv eonedu cat
ion ,Beato-C anatobegin sthech apterb ychal
lengingtheno tions
ofneu trallanguageandedu ca
tion ,and mo vesontodefne l anguagea sso cia
lp ractice
.
Then ,th eauthoril
lustratesh era rgum entsb yan alyzinge xamp lesoftextst akenf rom
onl
iner e
sou rc
esforEng l
isht e
ach ing,whichsomepeop lem ayregarda s
‘neutral
’teach ing
materia
l s
.FromBe ato-Can ato
’sp erspect
i ve
,how ev er
,th e
sem a
ter
ialsared e
scr
ib eda s
ped agogi ca
lresourcesu sedtope rpetuateas tatu squo ,thu slead
ingtocon formi stand
acr
iticalstud ent
sando fteng ivingth esestud entsaf e el
ingo fd i
sconn ectionw ithth e
langu ageclasses
.A f
t erpro v
idingfu rtherex amp leso fhowedu ca
tionshou ldp romo te
cr
iticalref ect
ionandshou ldno tb el
im itedb yn ation a
land inte
rn at
ion a
lr egulations
thatigno rethed iferencesandt rytostand a
rdiz eal
ls tuden ts,theau thorpr e
sen t
ssome
examp le sofhowt ypi ca
ll anguagec lasstheme ssu cha shou singandf am i
l y
lifec anbe
explo r
ed inaw a
ysoa stop romo t ec
rit
icalthinking.
A
l thoughD anielF e
rrazcol
l aboratedw i
ththese s
siononhowt echno logycou ldbe
in co rporatedinther egula
rl angu agec la
ssroom,hecon tr
ibut edw ithach apteron
cr
i t
i callangu aget e
ach ereduc at
ion,wh ichisath em ethatisintertwin edw i
th m any
ofth ech aptersinc
lud edinthisvolum e.HavingCam ilaFons e
caa sagu estco autho r
,
Dan ielFerraz
’sch ap
terdiscus
sesthecon cept
so fEng
lishLangu ageT each
ing,Englisha sa
For eignL angu ageandEng l
ishL angu ageEdu ca
tion
,inadd i
tiontothero leofcit
iz enship
int eachingp ract
ice
.Alongthech apt e
r,theauthor
s i
llust
ratetheirideasw ithex amp les
ta kenf romp ape rswri
ttenb ypr e
-serviceEngli
shteachersattendinganunde rgr adu at
e
Letra sp rogramandt a k
ingacou rsed evotedtoth ediscuss
iono fc ri
tical
lite
r acyand
langu ageedu cat
ion.
Thela
stthem eoftheAppliedLingu
ist
icsQ&ASe ssionswasrelatedtoon easpectof
languageteach
ingthathasfrequen
tlygener
atedcon t
rover
siesinthef e
ldo fAppl
ied
L
inguist
ics
,nam e
ly,pronuncia
tionte
aching
.Th eprobequ es
tiona skedthesp ea
kers
todis
cusscurren
ttrendsfo
rp ronunc
iat
ionteaching,andRon a
ldoL imaJr.organ
ized
h
ischapterinorde
rtoan swerthatques
tion
.Theau thoraddres
s e
stwoc ent
ral
issues
App
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inthefe ldo fadd it

ionallanguaget each
ing:Shou ldp ronun c
iat
ionbet augh t?I
fso,
whichv ar
ietyofth eadd i
tiona
llangu ageshouldb eu sedto mod e
lpronun ciat
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suppo rt
erofp ronun c
iat
ionteachingasa me anstop romo tespeechinte
ll
igibi
l
i t
y,L
im a
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.ad vocate
s forthepresenceofdifer
en tva
riet
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rentaccent
sinthe language
c
lassroom .Hep resentsexamplesfromEng l
ishandPo rtugue setosupporthisviewthat
thefo cusons tand a
rda c
c en
tsisnotb enefc
ialforth ede ve
lopm entofint
ell
igibi
li
tyin
thelangu agecl a
ssroom.Hecon clude
sthech apterbyd iscuss
ingpronun c
iat
ion models
forthede velopmen tofspeechp roduct
ionandpe rcep t
ion.
A
sw eseethisboo kasanin t
rodu c
toryreadingtoth efeldofAppliedLingu
ist
icsin
B
raz
il
,thelas
tchapter
,wri
ttenbyRo saneSi
lve
i raandUbi
ratãKic
khöfe
lAlve
s,prov
idesan
o
verv
iewo fthefe
ld,sta
rt
ingw ithadiscus
sionabou thowiti
sdefnedb ym a
jorApp
lied
L
ingui
sti
csa s
soci
ations
.Th en
,th eauthor
sd iscusswhatcountsasAppl
iedLingui
stics
r
esear
chb yexamin
ingarti
clespubli
shedo verthep a
stt
eny ea
rsinconso
l
id a
tedApplied
L
ingui
st
icsjourna
lspubl
ishedinB raz
ilandab road
.
Thisboo kd emon st
ratesth a
tApp liedL ingu is
ticst akeson mu ltiplep e
r spe c
tivesand
d
if eren
t fac etso f languag eteachingandedu ca
tion.InB razil
,ithasb eencon ceivedasan
areathaten comp assesbo th mainstreamand m arginalp athw ays
,th atpur suesw aysthat
haveb eena lre ad yp avedwh ilecreatingn ewd est
in at
ion s(JORDÃO ,2016,p .13).W ehop e
th e
sech aptersb ecom eoppo rtunitiesfo rlangu aget each ersandr e
search erstoe xpand
point
so fview ,toe laborateonth ea vailablep edagog iesandtoeng agemo r eine x
ch anges
aboutth ee thicso ftheirpract
ice.W ealsoe xp ec
tth atthed ebatesp romot edh ere
in fos
ter
act
ivep arti
cip ation ind emo cr
aticandd e c
is
ion -ma k
ingp roc essesf
romwh ichw e,
langu age
teach e
rs,h a veb eencon stant
lye x c
lud edfrom inou rcoun tr y
.Fin a
l
ly,w ewou ldliketo
thankth eco llabo rat
ionofa l
lrese a
rch erswhom adebo thth ee v
entandth isboo kar e
al
ity
.
Weshoulda lsoe xpr e
ssou rgrat
itud etoth eaudien cewho in s
tigatedth ed eb a
t e
inallthe
sess
ion s
,a sw e
lla stoth ePPG Istaf (
e special
lyR aryssad aSilva
)whop ro v
id edu swith
technicalsuppo r ttob r
ingth ee venttog ether.M aythisboo kb eanen r
ichinge xp e
rienceto
a
llreader s
.D espit etheh ardsh
ipcu rr ent
l yfacedinB raz
il,
letth isboo kb e
inth emo vem ent
thatw i
l
lt ak eu s forw ard.
Ro
san
eandA
l
ison
R
efe
ren
ces
ANDREOTTI
,VanessadeOl
ive
ira
;PEREIRA,Ren a
todaSi
lva;EDMUNDO,El
ianaSant
iagoGon ça
lve
s
Ma
rques
.O im ag
inár
iogloba
ldominanteea lgumasrefexõessob
reospré-r
equi
sito
sp arauma
educa
çãopó sab
iss
al
.Revis
taSinerg
ia s
,Po rto
,n.5,p
.41 -54
,2017
.Disponíveem:http
://www
.
s
inerg
iased
.org/
index
.php/
revi
sta
/i
tem /117
-im ag
inar
io-globa
l
.Aces
soem :18ju
l.2021.
B
EA TO-CANA TO
,Ana.P
.M .
;JORDÃO,Cla
ri
ssa.M
.E sco
lasep a
rt
idos
:ideolog
ias
,le
tramen
tos
e decolonia
l
idade
.In: TANZ
IN ETO
, Adol
fo(Org
.)
.L ingu
íst
ica ap
licada deres
istên
cia:
t
ransgressões
,di
scu
rso
sepo l
ít
ica
.Camp
inas
:Pon
t e
s,2021
,p.97
-120
.
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BOHN,Hi
lár
ioInác
io.Ens
inoeaprendi
zagemdelínguas
:um arefexãosobr
eo satore
sdas a
la
deaulaeanecess
idadederup
turas
.In
: MOI
TALOP ES
,LuizPau
lo.(Org
.)
.Linguís
ticaApl
icada
na mode
rnidaderecen
te-Fes
tch
ri
ftp ar
aAnton
ietaCe
lani
.SãoP au
lo:Pa
rábol
a,2013,p
.79-98
.
CAVA
LCANT
I,Mar
i
ldaC..App
l
iedlingui
st
ics:Braz
il
ianperspec
tiv
es.A
ILARev
iew,[S
.
l.]
,v.17
,p.
23
-30
,2004
.Di
sponí
velem:h
ttp
:/
/d x
.doi
.org/10
.1075
/ai
la
.17.05ca
v.A
ces
soem:20ou
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.
C
ELANI
,Ma
riaAn
ton
iet
aAlba
.Ensinodel
ínguases
trangei
ras
:ocup
açãoouprof
ssão?In:LEF
FA,
V
i
lson
.J
.(O
rg.
)
.Opro
fesso
rdelínguas:cons
tru
indoap rofs
são
.Pe
lota
s:EDUCA
T,2001.p.21
-40
.
DUBOC,An aP au
l a
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lo
.Wh at
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teracywar
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iso fthe neoconserva
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zi
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ite
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licy
. Jou
rnalo f Mu
lt
icu
ltural
Di
scourses,[S.
l.
],v
.15,n.4,p.436-457
,2020.Dispon
íve
lem:h t
tp:
//dx
.do
i.o
rg/10
.1080
/1744714
3
.2020.1800714
.A ces
soem :20ou t
.2021.
JORDÃO,C
lar
iss
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.AL
ingu
íst
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ras
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ass
agen
s.C
amp
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Pon
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,2016
.
MO
I TALOP ES
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rui
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adescont
ingen
tes
:
se
xu a
lidades
,ét
icaepol
ít
ica
.Gragoatá,N i
teró
i
,v.27,n
.14,p
.33-50
,2009
.Di
sponí
velem:ht
tps
:/
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pe
riodicos
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.br
/gragoa
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view/33105
.Acessoem:18ju
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.2021.
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inguist
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inkaboutlanguagesandli
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W
i
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lay
?Hopeso
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it
tingcom
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tab
ly?Then
Iĺ
lbeg
in”
(1)
2
.Ro
l
lingth
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ce
Fo
rm anyofu
sinB
raz
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fywi
thcri
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ans
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scip
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ina
ryappl
iedl
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agehasasha
red me
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:Iti
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AR
ES|Ad
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º13
ideological1
,ag entive.Itreferstoaction,p er
form ance,enuncia
tion.W eDO l
angu age,
insteadofpo sse s
singita sifitwereanob je c
t.W eLEARNhowtodo langu ageBYDO ING
it
,in inte
r action sw i
thf am ily
,fr
iendsandfo es— athom eandinso ciety
.A ts
choolw e
mostlylearnABOU Tlangu ages
,abou tth eirnorm at
ivi
t y
,thei
rallegeds ystem a
tic
ity,
theirpurpo rtedr egular
it yandp rev
is
ib i
l
ity
.How ever,whenw eli
ve languageou ts
idethe
c
las s
roomb lac k
/wh itebo ards,werea
lizeitisnothingofthekind:
Itisme s
sy,unexpec
t ed
,
surpris
ing
,o rigin a
le verytimew ein
teract
.Ou r
interact
ionsinl
angu ageh appenwhenw e
ta
l ktosomeone ,ortoou rselves
;whenw ereadaboo k
;whenw elistento music
;when
wes eeavi su a
l imag e(orr eada m etaphor inverballanguage)
;th eyh appenwh enw e
p
la ycards
,pe r
fo rmas tory,re/act
(on)some thing— amemo ry
,atantrum ,somekindne ss
.
Anda lso
,in m anyo thera ctsIamsu r
eyoua r
ethinkingofrightnow.
Langu ageasap r act

ice,therefore
,depend sonsomeso r
to fag reemen to rso cio-cu
l tur al
contr actthatisalre adyinp lacewh enw ea rebo rn .Th atiswh yav e
r yf amou sRu s s
i an
schol ar(4)wroteth atw ear eborn ina langu ageth a
tisno t “ours”todoa sw eplease (w e
cal
lthem “mother”tongue s forare ason,righ t?)
;th is i
stos ayth a
tfo re
ign langu agesand
mothe rtongue salikea redimen sion so fou rsh ar ede xisten ce,ofou rcon ta ctzone s(5 )
,
thata lreadye x
is
twhenw earriv
ea tthes cene.E v enso ,the reisnoth ings topp ingu s from
“takingowne rship”o fwh atisalread ythe re,fromf ee
lingen ti
tledtobe ingc r ea
tiveand
produ cingchange s
insu chp ract
ices,ch ange sin langu age s
,frombe ing in ventive.Ime an,
ofcou rse,therear elotsofp rocedu restr y
ingtos topu sfromdo ingso ,t ryingtocon trol
ourp ractice
sandou rso c
ieties
,su cha ss choo l
s,g ramm arboo ks
,langu age -po licepeop le
(theone sthatl
iketot e
lluswh a
tw ec anandc anno tdo insu cho rsu chn amed langu age
ors
itu ation)
,butsome thinga lwayse scape s(6),w er es
ist
,r ebel,inno va
t e
,su rv ive—w edo
exi
st inou runiquene s
s,andsu chch a
r acte
re x
t end stoou rp racti
ce s
,toou rl angu age s
,to
ourpe rformat
i vel
i vesandiden t
it
ies.Fo l
low ingthethough to fthes amer enownedRu s s
ian
schol arw erefe
rr edtoabo ve(4)
,w ec ans ayth a tthe langu agew espe ak( andw r
iteand
l
i s
tenandr ead)p lacesusinspe cif cpo si
tion sw ithinso cialli
f e
,po si
tion sth atestab l
i sh
certainr e
lat
ion so fpow eramongpeop le/ know ledge s/w a ysofknow ing,po sit
ionsth a t
areideo logic
allyinterpretedb you rselvesando the rpeop leanda r eimbued ,o rdep riv ed
ofau tho r
ity
,ofleg i
tim acy
,a sarethesub je ctspl ac edinsu chpo si
tion s
.
App
liedl
inguist
icsm adeinB
rasi
ltakesth
isviewoflangu ageasit
ss t
artingpoint
.Andb y
do
ingso,
itfocusesontheimpactlanguageprac
tice
sh aveonpeop le
,ontheen v
ironment
,
onothe
rformso fl
ifeandonotherelementsoftheworld
.Itisaninter
,trans
,po st
,beyond
d
isc
ipl
inaryfeldofknowledgethatseekstorefex
ivel
yrefe c
tuponwh atl
angu agedoes
,
wha
t/how/why/wher e
/whenw edoinourlanguageperfo
rm at
ivi
ties(7
).Iamhe reref
err
ing
tothedi
stinc
tionbe tweenREFLECTIONandR EF
LEXIVI
TYa sshown inFigur
e1be low.
1
Ideologyishereunde r
s toodasasetofproper
tiesofli
fewhi challowu stothink,to
interpr
et,toconce
iveof
thewo rld
.Inthi
ssen se
,the rei
snothough t
/fee
lingw ithoutideolog y
:Ou rexperiencei
salw ays
interp
reted
andb asedonspe c
ificframe sofre
ference
,onspe c
if
icwo r
ldv iew s
,onspe ci
ficideolog
ies
.The ideahereis
notthatthereare mult
ipleviewsofones ameob ject
,onesing lereal
ity
,bu tthattherearedi
fferen
tobjects
andre a
lit
iesasthe
r eared if
feren
tideolog
iesth atconst
itu
ted i
fferen
tr ea
lit
ies(cf
.thewo rkofaC anadi
an
schol
arr e
ferr
edher eas(3 )
).
App
C
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s
l
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º13
F
igu
re1–Refe
ctionandr
efe
xiv
ity
Sou
rce
:Theau
tho
r
Th efo cuso fapp liedlingu isticsm ad einB r as

ili
sno tond e
s cribing intern allangu age
stru ctures
,bu tonp roblem at
izingthe imp actsofl
angu ageonthemo stdiv er
sesub je cts
onth ep lanet(p.15).Th atisp erhap sth em ainreasonwh yi
th asaw id eint er
f a
c ew ith
de colonial
ity
,t rans
lingu al
i smandsou the rnepistemo logies
,d riv enb ytheneedto le arn
howtode alwiththe in v
isibi
lityth ath asbeenc reatedo verou rlo calpra c
tices,de ve
loped
top rodu ceknow ledge sabou tou rselves,ou rdisc
iplines,ourwo rlds.Thisinvisib
ili
ty isthe
resu ltofwh ath asbeenc a
lledthe “colon ial
ityofpow er”which ,along sidetheco loni a
lity
ofbe ingando fknow ledge (8 )
,h ascon ceivednon -w esternizedo rnon -Euro centr
icw a y
s
ofknow ingandbe inga sles simpo r
t ant
, lessa c
curate,lessob jectiv e
,lesss c
ien t
if cth an
tho se inEuropeo rintheNo rth.He rew ecometoav eryimpo rt antmetapho r inde colon ia
l
stud ies:Theide ao ftheG lob a
lNo rthr ep resent
ingv a
luedknow ledge ,w ith it
ssupe rior
way so fprodu c
ings cho la
rsh ipand legitimi z
ingspe c
if cw aysofbe inginthewo rldb ased
onr at
ion al
ity
,lin e
a r
ity,homog eneity,a soppo sedtoth eGlob a
lSou tha sth ep laceo f
emo tions,ch aos,h eterog en e
it y
.Itisa lw a
y simpor tantto m ake i
te xplicitth atGlob a
l
Nor thandG lob a
lSou tha rethe reforeu seda s metapho rsrelat edtohowsomew ayso f
know ingandth ep eoplea s sociatedw ithth ema reh ierarchic a
llyp laceda sun iversall
y
bett erthano thers
.Thu s
,th i
sme tapho r
ic alNo r
thref e
rstoa l
lthegoodne ss( andon lythe
goodne ss)inthewo rld,whe reastheSou th…w e
ll
,youknow .
3
.Ta
kingatu
rn
Thi
sm e
ansth a
tNo r
thandSou threfe
rtodis
tinctva
lu es
,va
luesthata r
enotr e
str
ictedto
geographi
calposi
tions
,althoughtheyof
tencoin c
idew i
ththeplanet́sdi
vis
ionintotwo
hemispheres
(9).ABrazi
l
ianun iv
ers
ity
,fo
rexamp le
,c anbesa
idtob einth eGloba
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whencomp aredwi
tho the
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,butitcanbes
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AR
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l
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º13
Southwh encomp aredw i

thH a
rv ardorO xford
,sotosp e
a k
.Wh atthism e
tapho ralludesto,
there
for e
,isth eun equ aldivisiono fpow erand legit
im acy,basedonc r
ite
riaest abl
ishedb y
thosewhopu tth em selvesinth esup er
iorendo facon t
inuum .Thiscont
inuumcomp a
res
e
l emen tscho sentop r
ivileg etho sewhoh a
v econ s
tru ct
edth eh ie
rarchyth ems e
lves.
Inter
e s
ting,don ’tyouth in k?Con venient
,I’dsay.Suchc r
iter
iaareob l
iv
iouso fo therwo r
lds
andp ro
j ectsth emtoth ein v
i s
ibil
it yoftheo thersideofth eab ys
s a
ll
ine(9)
,a linec reat
ed
bythemod ernwo rldtop lac eth ev a
lu e
s,
id eal
s,cultures
,identi
tiesanduniv e
rs esofthose
whocon struc tedth e
lin easb eingth eonl ypossibleandpo s
it
iveandp rodu c
ti vew aysto
exi
st
.“And ”
,a sag reatpo eton cepu tit
,“ther es
tissilence”(10)
.O r
,asIliketopu tit
,the
“re
st”ha sb eencon structeda ssi
l ent
,a snon -ex
istent
,a sinfe
rioratb e
st
.P e
rh ap sw ecould
sayth a
tth er estiscolon ia
lity,orth el
ing er
ingef ec
tsofth ecolonial
ismth atcon st
itutes
usandf romwh ichw ene edtod elink(11)ino rdertob ecom evisib
letoou rselvesandto
other
s,th atis
,ino rd erforu stor e al
lyexis
t.
Therear everystr
aightfo rw a
rdr e a
son sforustodelink f
rommode rni
t yand i
tsd arkerside
,
colonia
lity(11)
,oneo fthembe ingth ati
th asexcludedf romthep ictureso m an yo fus
,
ofourp r a
ctice
s,o fourknow ledge s,thusimpo veri
sh ingou re xi
sten ces
,rest
rictingou r
becom ings(12).Ano the r i
sth atith astaugh tustosep arateal
len t
itiesintoc a
t ego r
ies
,
andtoh ie
r a
rch
i zethem :Wh a
tise cological
lyconne ct edh asbeent augh ttou sa sbeing
separat eandsep arable.Th isiswh ath appenedton atu reand m an(sic)
,m indandbod y,
reasonandemo t
ion ,wh it
eandb la ck
,teachand learn,langu eand parole,justton amea
few.Thewo rldcon ceiv edinb in a
rie s
liketheseh ashe lped just
ifyviolence,
inhum ani
ty,
murders,g enocidesandep istem icides(assass
in at
ion so fw aysofth inking/know ing)
ag a
insttho secon s
ide r ednon -human be causeo fthe irdif e
renc etother i ch,wh ite
Europe anfromtheNo rth,o r
,ino therwo rds
,thoseth atw e
rehu r
ledtotheunde rp riv
ileged
s
id eofth eb inary
,o rth eoth ersid eofth eabyssallin ebuiltby mod e
rnity/
co loni a
li
ty
.
Decla
ringd iferentpeop leash avingnosou lsorha v
ingh adtheirsoulstakenb ythede vi
l
meantth atki
ll
ingandr apingthem ,a sw e
llasdestroyingthe irhome s,theirboo ks,their
knowledgecou ldno tbedeemeda sc r
ime s(13)
,afterall,astheoldm ar
it
imes a y
inggoe s
,
“thereisnos insou tho ftheEqu a
to r”
(14).
But
Id ig
r e
ssintohistoryandpo l
it
ics…Do I ?Notreal
ly.Iamr efe
r r
ingtoac rucia
laspect
thatappl
ied l
ingui
sticsm ade inB ras
il
insis
t son:I
tisthissep a
r abi
l
i t
y(ofelemen ts
,objec
ts
,
knowledges
,bod iesandm ind s
)builtbymode rn
itythath asm adeitpo s
sibleforLinguis
ti
cs
toseparat
elangu eand parole,top r
ivi
legelangu easas cient
ifcfe ldwhileparole,theother
s
ideoftheb inar
y,w ascon s
ide redimpo ss
ibletobes tudiedb ys c
ience.Thi
s i
swh atal
lowed
L
inguist
icstode ve
lopa sad isc
iplineofitsown :Langu agew asde cl
aredanau tonomou s
objec
t,separablefromth ebod iesofp eopleandf romo thera reasofknow ledg e
,able
tober a
tion a
l
lystudiedw ithinthed i
scipl
ineth atcreat edth
isv eryno t
iono f
l anguage.
Appl
iedlingu
is
tic
shastakenupadiferentviewoflanguageando fhowknow ledgei
s
produced,c
la
imingfo
rth eimpor
tanc
eo flookingatlanguagesasadim ens
ionofour
exi
sten
c e
,aspar
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stemofme aning
-m ak
ingthatneedstoin
ter
a c
twithothe
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|1
6
AR
ES|Ad
van
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ese
arch
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l
ishS
eri
esn
º13
sciencessu chaspsychology,sociology
,an thropology
,ph i
losophy,ton amebu tafew.I
t
hasbeencon s
truc
ted inreac
tiontothe idealofseparabi
li
tythatdrovethein
iti
alfounding
mo ve
so fLinguis
tic
sa sadiscip
line.Tho se mov e
sw ereimpo r
tanttoestabl
ishlanguage
studiesa sas c
ientifcd i
scipl
ineandtog iveitc red
ibi
lityaccordingtothes c
ient
ifc
procedu r
e sval
idateda ttheb eginningo fth e19thc entury
.How eve
r,thei
rt ene
tsno
longerho ld.Theveryideaoflangu ageth a
tin sp
iredtheHe rde
riantr
iad(oneculture
,one
langu age
,onecoun t
r y
)hasbeench a
llengedb you rowne xper
ienceaslanguageteacher
s
and learners
,as mu chasb ythein tens
if c
ationo f mobi
li
tyinth eworldands tudie
son
the l
angu agep rac
ticesofbil
ingu a
l s(
15),fore xample
.
Inthec aseofappliedlinguis
ticsm ade inBr a
si
l,mo respec
ifcal
ly
,the inter
fac ewithother
d
is c
iplinesh asshownthe impo r
tanc eofcon sider
ingresearcher
sa sthehum anbeings
the yare,a sanintegralp a
rto fthep rocesseso fknowledgep roduction.Thish as meant
tob r
ingthebod yb a
cktor esea r
ch,wh ath asalsobeenrefer
redtoa stoma kethelocusof
enun c
iatione xp
lic
it.The locuso fenun ci
ationh a
sbeendefneda s“thegeo -poli
tica
land
bod y
-po l
itica
llocationofthesub jectthatspe aks”(16-p.213 )
,anda ssu chitm a
tter
sa
greatd ealboth inth eprodu ctionandr ec ept
iono fwh ati
ss a
ido rofwh a
tknow ledge
isb eingp rodu ced.W este
rns cho l
arshiph astriedtocon cea
lth esubje c
tfroms c
ience,
whatwou ldallowu stocon ce
i veofaun iversal
,gene ra
ll
yapp l
icablescience.How ever
,
th esubj ecthasalw aysb eenth ere
,on lyb ehindth ecur
tains
,hidd enb ehinda m as
ko f
objectiv
it y
.AstwoB raz
il
ians cholarspu t
it
,
Unm ask
ingone ’
sown locusofenun c
i a
tion( and/orthatofother
s)thusmeans
be
ingcon s c
iousofande xpl
ici
taboutthegeog raphic
al
,h i
sto
rica
l,bodi
ly
,and
ideologica
lcontextfromwh ichone isspe aking (MenezesdeSou za2019
).As
exp
lainedb yMene zesdeSou za
,it
iso f
t enthec asethattheor
iesandconcepts
inappliedlingu
ist
icsthataredevelopedb ya c
adem icsintheGloba
lNo r
thare
pre
sent edinw ay
sth atneglec
ttheirloc a
l
iz edn atur
e,wh i
chend suplead
ing
toano ftengene ra
l( andinaccur
ate)unde rstandingth a
ttheseideasareto
betakena sunivers
alanda ll
-encomp as s
ing.(17-p .2)
Stress
ingthe lo cusofenun ciat
ionh asprodu cedaspe cifcv iewo fscienceasthep rodu c
t
ofhum ana ctivityitinfactis
.A ssuch,thi
sv iewsee ss c
ien tifcactiv
itya sexpli
citl
y loc a
l
,
dr
i venb yemo tions— reason,so mu chprivi
l egedb ys cien ce
,b eingon eo fth ehum an
emo tion stot a kep art
inthecon st
ruct
iono fknow ledge (18 )
.Thes ameapp l
iestoapp l
ied
l
ingu i
sticsm ad einB rasi
l
: I
tisno ttheapp licat
iono fL ingu ist
icsw ea ret a
lk
ingabou t
her e
,a sth et erm“app liedlingu is
tic
s”m igh thintat
,bu tad iferentt akeon langu age
ands c
ien c efromth a
tofL inguist
ics
,ap ersp ec
tiveth atco rpo r
if e
sbo thlangu ag eand
science,th atc annotdissocia
t elanguageandknow ledge frompeop le
, f
romenun ciation,
fromthe irbod iesands i
tu atedness.
Itcome sasacon sequen ceo ftheimpo rtan c
eo fthe
lo cuso fenun cia
tionth atoneo ftheforces mo vingapp lied l
ingu ist
icsm ade inB rasi
lis
th en eedtor esp ectdivers
ity,andtor ea
lizehowb en efci a
litcanb etoou rl
i ve
lihood ,
totheen ch antmen tofl
i v
ingamonga m yr
i adofw ayso fbe ingandknow ing,andtobe
ableto le arnf romd ive
rsityandtheconf ictsiten t
ai
ls,tod i s
cernthep roduct
ivityo fthe
ten s
ion sandf r
i c
tionsth a
tm akeustic
k.
App
C
la
l
i
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i
ed
s
l
ingu
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s
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i
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7
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ES|Ad
van
cedR
ese
arch
inEng
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eri
esn
º13
Asthe mostci
tedB ra
zi
lianedu ca
toraroundth eworldon cewrote,“
[n]
ingu émedu ca
n
inguém ,ninguémseedu caas i me
smo ,oshomen sseedu camen tr
esi, med
iati
z ados
pelomundo”(19-p.39)
.Thisme an
sthatw eneedeachotherinordertolea
rn,becausew e
learninandwith
intheinte
ra c
tion
sw eperfo
rmand,therefore
,themo rethemerrie
r— the
moredive
rseourwo r
ldis
,themo rewee xpandourreper
toir
e sandthemo real
ternat
i ve
s
weh a
v eava
il
abletointe
rprettheworldandou r
sel
v es
.
Ihopeit
isbecom ingc
lea
rerhow impo r
tan
tappliedl
ingu
ist
icsmadeinBras
i
lhasbeen
fo
rlanguagete
a che
reduc
ation.
Ino rdertoexp
loreth
isabi
tmo r
eexpl
ic
it
ly,
Iamgoingto
fo
cusone achoftheth
reewo rdsthatconst
itu
tetheterm“
languagetea
cheredu
cat
ion”
.
Bes
ide st ak
ingupthev iewo flanguag eth atw eh aveseenhe resofar,ou rapp liedl
ingu istic
s
(pardonme fortakingowne rship )pl acestea chers,ourse condwo rdhe re,ashum anbe ings
whoa recon stant
l yp rodu cingknow ledgeandr efexivel yrefect
ing( youdor emembe r
thedi stinct
ionw ea r em a k
inghe re
,r igh t?Ifno t,pleasedoche ckF igur e1abo v e)abou t
whatth eydo ,ev enwh enth eys eemtob eonau tom a t
i cpi
lot,app aren tly“app lying”
methodo logiesp rodu cede lsewhe reo r “bl
ind ly”u s
ingthet ex
tboo k.Remembe r
,e ven in
themo s tcontro
lleds itu at
ion s,a sw eh avemen t
ionedbe fore
,some thinga lw ay
se s capes
(6)
:Intheend ,wh att eache rsdo inthe irclassroom si
s farfromme r e“applic at
ion”
, fore ven
when in tendingtoa ctu a
llyrigo rou s
l y“app ly”asp ecif cm e
thoda sg iv en,t each ers—
inte
ll
igen thum anbe ing sasthe yar e— re
in terpretandad apt
,creatingo the rob jects,other
method sa sthe ygoa longthe i
rt e
a ching .B asedonsu chana ssump tiono fte a
che rsa s
agentiv eand int e
lligen thum anbe ing s
,app l
ied linguisti c
sm ade inB rasi
lhe lpsu sloo k
intop ro ces
se soft eache redu cat
ion(ne ve
r teach e
r t
raining )
,focusingont eache r
s’agen cy
,
respe ctingt each ersa sint e
llig entp eopl e(20and21 )whoc anfndth eirownan sw e
rs
col
labo rative
ly,albeitp rovis
ion a
lands itu a
t eda sallknow ledgea ctu al
l yi
s.Th isperspe ctive
ontea che r
sh asbeenp rodu c edw i
ththehe lpo fe thnog raph yand itspo stmode rnt ene ts
(22)
,po sit
ingthe impo rtanc eo fthep resen c eofther ese a
rcherandthev alueo fm aking
itexplicitinthep roc ess.
Ino the rwo rds,thisv iewo fe thnog raph y( ando fr e
sear ch)also
st
r e
sse sthep rom inen c eofthe lo cuso fenun c
iation,takena safund amen talch aracterist
ic
tob em adee xplicitinth eprodu ctiono fknow ledg e
,fo ritalw ays inform sthen ature/
condition s/
l
im itation s/subje ct
i v
ityo ftheknow ledgep rodu cedine ver yhum ana ct
ivity
(nottos aynon -hum ana sw e
ll,bu tth a
twou ldbetoow idea leaptot a kerigh tnow )
.
Theth i
rdwo rdo ftheterm ,edu ca t
ion,dem ands mo reth anonep ar
ag r
aph .Appl
ied
l
ingu is
tic
sm adeinBras
ilfor eground sav iewonedu c a
tionth atconc e
iveso fl
angu age
teach e
redu cat
iona sapr act
i ceth a
tshou ldno tbecent e
r edonth et eacher(andth e
ir
students
)stri
ctlyasanind iv
idu al
,bu tasamembe ro fso c
ietyand ,assuch,a ssomeone
whoh asthecru c
ialdut
yo fr efectingontheso cia
ltoen vi
s ageawo rldforall
.The idea
hereisthatedu ca
tionha sth eimpo rtantroleo fbui
ldingan inc
lusi
v esocie
t ythatcan
fun c
tioncoll
abo rat
ive
ly
,wh iledif er
enc esareno terasedo rsi
lenced,th a
tis,aso c
iety
wh e
reth e
rear enoab y
ssallin e
s(9 )crea
t edtoe l
iminatedif erenceandtho s ewhoa re
saidtobed iferentbycastingthemto in v
i s
ibi
l
ityandcu rbingtheirexis
ten ce
.
App
C
la
l
i
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i
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s
l
ingu
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s
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ES|Ad
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ese
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eri
esn
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Mainta
iningdif e
rence,forthi
skindofeduc a
tion
,isimportantbecauseitisconst
itutiveo
f
iden t
ity
.Thisisarathercomp lexi
ssuethath a
sbeene xt
en s
ivelyexploredinthe inte
rface
ofappliedl
ingu is
ticswithsocio
log y
,phi
losoph yandothera r
easofknow ledgesim i
lar
ly
con ce
rnedw ithlangu ageandso c
iety.How eve
r,
forusher eaquotem igh tsuf ce,
forit
is
anen l
ighteningone .I
tw a
swrit
ten b ytwoB ra
zi
lianappl
ied l
inguis
t s(23,p.69-70)when
explor
ingthecon ceptofinterna
tional
iza
tionasanagon i
s t
icpract
ic e
,b asedonthe idea
ofagon i
sma se spousedb yathi
rds cho
lar(24and25 )
,tor e
fertohe runde rst
and ingof
an idea
lsociety.P
le a
sebe a
rw i
th me,fo
ritisarather
longquo te
.Here i
tis:
[A ccordingtoth atthi rds chol a

r]“sópodeh averum aiden t
id adequ andoe la
écon s
truíd acomod if eren ça
”(2013 ,p .4 )
,ouse j a
,a sd ist
in çõe sque fazemo s
,
cara c
t e
rizad ascomoa to sdepode re xc
luden te se fund ado resde iden tid ade,
defnemob jeto s
iden tif cávei
scomot endoe xis
t ên c
i asdistint as
,ouse j a
,como
tendosu asid ent
id ad esm a
r cadas ju s
t am ent en ad ifer en c
i açãoen tree les
.
Assim,a sco is a
sdo mundosecon stituemnop ro cessodee xclus ãod aqu i
lo
queéen t endidocomosendod i
fer entede las:acon s
titui çãodea lgoquese
poss ach am arde “nó s”t emcomocond iç ãoacon stituiçãodeumou troa lgo ,
d
ifer entede s
t enós,uma lgoquesec a
r acter
izacomo “eles”.Issoimp lic aum
mec anismodee xclus ão,con s
titut
i vodop roce ssofund ado rd aiden tid ade,
oquef azcomquead iferen ça“nós ”e“ eles”po ssa,po rum l ado,se rv istade
form aant agon í
st
i ca
,comoum adi visãoe s
sen cial
,quede vese rm an t
id ap ara
preservarum asupo sta“pu reza”n a
s iden tidade squedefnemo “nó s”eo “ eles”
.
Confo rm ee xp l
ica[ ap esquisado ra](2013 ,p.5),ar elaçãonó s-eles,qu ando
entend id ad e s
safo rm a,t emopo t en ciald es eto rn a
rum ar e
la çãoam igo -
inim igoemmomen to semqueo s “ outros,quea téago rae r amcon s
ide r ados
comos imp lesmen t edif erentes
,come çamase rpe rc ebido scomoaque lesque
colo camemque s
tãono ssaidentidadeeame aç amno ssae x
i s
t ência”
.En tende r
asiden t
id ade scomof xasoucomot endoum ae ssên ciafund amen talco stum a
faz ersurgi rumd esejod ep reserv a çãod eum asupo st apu rez a
;ocon tato
comad ifer en ça
,ne stape rspe c
tiva,podese rvistocomoum acon tam in a ção
ame açado ra,quet emopo tencialde m acularoâm agod aquiloqueno s
cara cte
riz acomo“nó s”
,ed ed estrui rno ssaid en t
id ad e,ju st am en teaqu ilo
queno sm arcacomod if e
ren tesde les–oou tron ãopode ,po rt anto ,se
apro xim ardoeuan ãos erd e modosup erfci a
l.E ssad i visãoen tr e“nó s
”e
“e
le s”
,noen tanto,podese rvistadefo rm aagon íst
i ca
,comoume sp a çoem
queo sconf itosen tred iferenç a
ssej amp rodu t
i vosepo ssamapon tarp araa s
l
im itaçõe squee x
istememtod aequ alque rperspe ctiva,um av ezquenenhum
conh ec
im entoéa cab ado,comp leto ,to ta
l,un ivers a
l.Qu andoe s sar e
l a ç
ão
dea lter
id ad efund a-s enum acon c ep çãoh íbrid aeab ert ad eid en t
id ad e,
ocon ta
tocomo“ outro ”pod esee stab elecercomoum aopo r
tun id ad ed e
reconhe cer-senoou troev e
roou troemnó sme smo s,semqueses intae s
t a
r
“perdendo ”a ident
id ade .Ne ssec a
so ,a sidentidade ss ão fund ad a
semr ela ções
ded iferen ça
,en ãodeopo s
ição–oucomoe xplica[ ape squ isado ra](2013 ,
2000 )
,emt ermo sagon íst
i cosen ãoan tagonístico s
.
Tu
rningtoteachereduca
tion
,therefo
re,w ecan m a
int
ainanagoni
sti
catt
itudewh en
fa
cedw i
thdiferentconc
eptsoflanguage,diferen
tteach
ingpra
cti
ces
,diferentworld
v
iews guid
ingthoseinvo
lvedinthepro c
ess
,su chasnovi
ceandexper
iencedteachers
,
te
achereduca
tors
,student
s,par
ents
,he adma s
ters
,pedagogue
sandother
s.Ratherth
an
App
C
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l
i
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i
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s
l
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i
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ES|Ad
van
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ese
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esn
º13
s
imp lyadopt
ingandp resum ab
lyapp ly
ingbo rrowedor importedviews
,w ecanrelate
themagon i
st
i ca
l
lyandthu sexploreourpo tent
ia
li
tyforcol
labora
tive
lyconst
ruct
ingnew ,
s
ituatedandp rov
isiona
lknow ledges.Ratherthanaimingatacon sensu
sandbu i
ldinga
homogenou scommun i
tyofp rac
tice(26) –wh
2
ichthoseofuswhoh avebeenons tage
long e
rh a
vec erta
inlyfoundimpo s
siblew i
thouta c
tsofviolence
,w ecanthinkofou r
groupsasexis
tingin“contactzones”(27)
,acon c
eptthatrefe
rsto“soci
alspaceswh ere
cul
turesmeet
,clash,andgrapplewitheacho the
r,of
tenincontext
sofhighl
yasymme tr
ical
rela
tionso
fpow er
,[… .
]theterm[isu sed]torecons
iderthe modelsofcommun it
yth at
manyofusrelyonint ea
chingandtheo ri
zingandth atareunderchal
lengetoday
.”
(n.p.
).
Fromth isperspe c
tive
,th e
r e
fore
,conf ic
tingp erspec t
ivesares eenasp rodu c
tiveand
a
llowu sto mo veforw ard.Theidea forteacheredu cationisthentow idenr eperto
iresof
botht ea
chersandt e
a cheredu cators
, indialogi
cal co
3
l
laborat
ion. Why?Be causewhen
weagr eew eeitherdono tl e
arnan ythingbu tsimp lyr e
inforcewh a
tw eal
r eadyknow
orw esi
len c
ed iferenc e
,th rowingittoth eothersid eofth eabyssa
lline.Onth eother
hand,wh enw edisagre eagon i
st
ic a
llyw er ecognized iferenceandid ent
itya ssocia
ll
y
constructed
,cr e
a t
ed inth einteract
ion sw ee s
tabli
shw ith/
inthewo rld
,and inste
ado f
w
i sh
ingtoe l
im inateth ev e
r ydiferen cethatcon st
itut e
sou rident
it
i e
s,a sifitw erean
enem y,w ere
alizethatd iferenceisanoppo rtuni
tyto le a
rn.
4
.Add
ingupth
esco
re
Inou rcu rren tlives
,the mu l
tipl
icityo fper spectivesand wo r
ld sisunden iableand
inescapable:Thee co
log yw el
iveinh asbecomemo reobviousthane ver
.Languaget e
acher
educat
ionneed storeinforceandrefe ctsuche cology
,buildingoppo rtun
itie
sforteachers
tocreatether esourcesthe yneedino rdertohe lpthem selvesandtheirstudentsenvi
sion
andcon structthepo s s
ibi
lityofabett e
rwo rldforall
,ratherthanforjustfew.Wh atIme an
isthat,
in ste ado ffocu s
ingont eaching-learningd i
s c
retes k
il
lsort echnica
llangu age
compe ten c
e sth a
tw i
llpu rpor
t ed
lyen ableindividualstudentstohope ful
lyftm arket
so r
f
llinjobpo sit
ion s
,edu c a
tionshoulda imatc reat
ingoppo rtunit
iesfo
rthecon ceptionand
crea
tiono fwo r
ld s whe repeop lecanbenef t
fromthet ensionsandconf ict
sengende red
bytheco -existenc eof mult
iplereal
itiesandf rame sofreference
.
Iti
sau topianview
.Thisto meise
xact
lywhatm a
keseducat
ionta
keof.Iamall
inw i
th
themo stf
amou sB
raz
i
lianeducato
rofal
lt
imes(here
Iamsu r
eal
lofyoucanguesswhoI
amr e
fer
ringto,butanyway,
i t
´snumber29
)whenhe in
sis
tstha
teduca
tion
istheutop
ia
2
Idono twanttoimplyhe
r etha
tthecon cep
to fcommun i
tyofpra
ct
icea
sideal
izedb ytheau
thorref
ers
tohomogenou scommun i
ties
.Ther ef
erencetotheau thorherehastheintenttosimplyr e
cogn
ize
herimpor
tanc
einb ring
ingforw a
rdthecon cepttha
t,toe xp
la
initinanutshe
ll
,p ro
fess
iona
lfie
ldsare
const
ruc
tedth
roughthepracti
cesest
abl
ishedb ythe
ir members
.
3
D
ia
logicalheredoe snotre
fertopea
cefu
lconve
rsa
tion
swhena l
lthein
volvedagr
eeintheend,butIam
u
singdialogi
calinr efe
rencetotheRuss
ianth
inke
ŕsconcept(28)th
atstre
sseshow weareinex
tr
icab
ly
r
elatedtotheo the
r,alwaysassum
inganin
ter
locu
tor
,alway
s inneedofone,andhowourrel
ationwi
thth
is
o
therisconfl
ictua
lb ynature
.
App
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ES|Ad
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cedR
ese
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inEng
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esn
º13
oftheinéd
itoviáve
l,wh
4
i
chto me mean
sth
ateduc
ation
isthespa
ceforustoimagine
real
it
iesno
ty e
te xperienced
,re
al
it
iestha
twehopecanbecomere
alfromourco
lle
ctive
andcoll
abora
tiveefo rts
.
Appl
ied l
inguist
icsm ade inB ras
ilof e
rsaf ramewo rkth atcanhe lpusde a
lw iththe
complexdimensionsofcon tempo raryl
if
e,asitcon s
ti
tutesitse
lfasmest
iza andindi
scip
lina
r
(31
),alwaysincomplet eandcon stan
tlylookingforcollabo ra
tionwithotherareas
,other
knowledge s
,otheron to epi
stemo logie
s.Itp r
es ent
sitsel
fa sanop enscienc
e,orinth e
met
apho rofan“openchu rch”usedb yafamou sAu st
ral
i anedu cato
randr esea
rcher(32)
.
A
lthoughh ewasreferr
ingtoc rit
ical
literacy
,Ib el
ieveh ism etaphoralsocharac
t er
izes
appl
iedl
inguist
icsm adeinB rasi
l,ontheg roundsth a
tw ec anthinkofthi
sscienc
ea sbeing
achurchthatcongregate sspecifcontoepist
emo logica
la ssump t
ionsandme thodologies
,
buti
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tic
a,2019
.
VO
LOCH
INÓV
,Va
len
tin
.Ma
rxi
smoef
losofada
linguagem.S
ãoP
aulo
:Ed
ito
ra34
,2017
.
WES
TH E
L L
E,Vi
tor
.Refo
rm a
tion,conque
st
,andci
rcumna
vig
ation
:Theg loba
ldest
inyofLuther
.
Consensus,v
.28,n
.2,Art
icle4,p
.1-12
,2017
.Di
spon
íve
lem:h t
tps
:/
/schol
ars
.wlu
.ca
/consensu
s/
vo
l38/
iss2
/4.Ace
ssoem:20ou t
.2021
.
App
C
la
l
i
r
i
ed
s
l
ingu
saM
i
en
e
s
z
t
i
e
cs“mad
sJor
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dão
inB
ras
i
l”
:Agu
ess
inggam
e
|2
5
Howc
anw
eteachEng
lishasaL
ingu
a
Fr
ancaloc
al
l y
?
Edu
ardoH
.Din
izd
eFigu
ei
redo
Un
ive
rs
idad
eFed
era
ldoP
aran
á
S
ávioS
iqu
ei
ra
Un
ive
rs
idad
eFed
era
ldaB
ahi
a
Eve
rylanguaged raw sfrom another
.E v e
ry
languagegiv
estoano ther
.Al
llanguag esend
upgiv
ingto
,andtakingfromeachother
,laying
thegroundworkforacomp lexindependen c
e
andinterd
ependen c
ew i
thin and betw een
cu
ltur
es.
(Ngugiw aThiong’o
)
1
.In
trodu
ct
ion
Inthem iddleo f2020,th eyearinwh ichw eallw e
recomp el
l edtod rast
ical
l ychang e
ourrout
in e
sandp r
act
i ca
lly l
iveandwo rkinfrontofas creen
,w ew erekindly inv
ited
bycolleagu esatU FSCandU FPRtot akep a
rto fana cademic in
itia
tivetit
ledApp l
ied
L
inguist
icsQ&AS ess
ions.A
1
ccordingtoth eorganiz
ers,thee ventcomp ris
ings ixonline
sess
ionsw ithresearchersfromd if e
rentunive
rsi
tieshada sover
allaimtop romo tedeb at
e
andexch angeo fknow ledge inc r
it
ical
issuesre
l a
tedtoEng l
ishL anguageT eaching(ELT)
.
D
iscussan tsw e
r etof tinsi xthem at
icstrandsinwh ichth eywou ldadd ressasp ecifc
quest
ioninr eson ancew i
ththe iracademicwo rkandtheo re
tica
laf li
ations
.E achr emote
sess
ionw asdivid edintop resentat
ion(s
)andth enspe ake
rswou ldt akequ est
ion sand
commen tsfromtheaud ien ce
.
A
sEngl
ishteacher
s,t
eache
reducato
rsandr ese
archer
sinthea
reaofEng
lishasaLingua
F
ran
ca(h en
cefor
thE LF
)
,ourthem a
ticse
ssionboree xa
ctl
yth
ist
it
le.Thequest
ionth a
t
w
ew e
resuppo sedtoansweranddiscu
ssisthetit
leofthi
spape
r:“Howc anwet each
1
Moredeta
i
ledinfo
rm at
ionabou
tAppl
iedL
ingu
is
ti
csQ&ASes
sion
sisa va
i
lab
lea
t: www
.you
tube
.com
/
p
layl
is
t?l
is
t=PLi
lQ9OL3066gSA
yHUv
lteXN
c8du
sXpkXc
.Ac
ces
s:22Jan2021
.
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
Eng
lishasa l
inguaf rancalocal
ly?”Thefo l
low-upo fthisendeavor
,a sal
socon ce
ivedb y
theorganizers
,wou ldb eaboo kch ap t
erwhichre semblesbasica
l
l ywh a
tandhoww e
addres
sedthec entralquestionpo sed.Upona cc
ep t
ingthissecondanden r
ich
ingt ask
,
weorganizedthep aperinsu chaw ayth a
tsomese c
tionswil
lb a
sica
llycovertheis
sue s
d
iscussedinth em ainp resenta
tionandacoup leofth emw i
lladdr e
ssqu est
ionsand
commen tsbroughtb ytheaudience.Forsure,onecanim ag
inethatsuchasortoffa
ir
lynew
andcontrover
sia
ltopi chasgeneratedag re
atnumbe rofinte
ract
ions,withpeoplera
ising
many
impo rtantpo
in ts
,especial
lyrela
t edtotheped agogic
alandideologic
alimpl
icat
ions
ofELF
,m akingita“ho ttopic”dueto itsinclus
ioninth etheore
tica
lb ackgroundofth e
cur
rentBrazi
lianNation a
lCo reCurri
cu lum(BRA S
IL
,2017 )
.
Bearingth i
s in mind,w et riedou rb e sttoadd re
s sasm an ytop icsa spo s s
ibled eriving
fromthec en tral
issue.A ssaid,E LFisaf air
l yrecentfe ldo fstud iesandthe rei
ss ti
lla lot
tobee xplored inthem a
ina reaand itsinterr e
latedone s
.C arryingou tth issessionw asa
h
igh light foru sandw efeltveryp leased forr ece
ivingsom an yque stion sandcommen ts
which,inm an yw ays
,appe a
reda sana t temp ttounde rst andthecon cep tandhow itcou ld
be m aterial
iz edintheEng li
shc lassroom intheB r az
iliancon te xt.AsS i
f akisandT s antila
(2019 )a rgue,afterseveralye a
rse xc
lu sivelycon ce
rnedw i
thde line a
tingtheE LFcon stru ct
,
ELFr esea r
chh asfnal
lyre achedapo in tth a
titshould informEng lishasaFo reignL angu age
(EFL).How ever
,thes ameau thor sposeth at“whenadd ress
ingthew a
y sinwh ichE LFc an
belin kedw ithE FL
,itispo ss
ibletod istingu ish,adm it
t edlyrathe rth anc rudely
,be tw een
twop erspec t
iv e
s:an ‘e
ith e
r/or’app ro achanda ‘w i
th /within’app ro ach ”(p.4)
.Th isand
man yo thera spe ct
sw e
rep a
rto fou ra rgumen tat
ion inthese ssion.Thu s
,w ewillfollow
such lineo fthough tinthist ex
t.W ehopew ecanbea sf a
ithfula spo ssibletoou ron line
d
i s
cu ssion.How ever
,befor ew ede l
v emo redeep lyintothedeb a
t e
,w ew i
lltakethene xt
sectiontob r
ief ye xp
l a
incon c
ep tual
lywh atw eunde rs
t andb yEng l
isha saL ingu aFr an ca.
2
.Th
econ
cep
tofEng
l
isha
saL
ingu
aFr
anc
a(E
LF)
TheconceptofEng
li
sha saLinguaFran
ca,a
sunders
toodtoday
,w a
sfrs
tdevelopedby
Jenn
ife
rJ enk
insinherseminalworkonthepronunc
iat
ionof mu
lt
il
ingua
lindiv
idua
ls
,
ma
inl
yherowns tudents
.AsJenkin
s(2015,p
.52)he
rse
lfexp
la
ins
:
Havingobservedthephenomenono fE L
Fcommun icat
ionamongs tudents
in( andout s
ide)the mul
ti
lingualEFLclasse
s Iw asteach
ing inLondon in
the1980 s
,the mutua
lintel
lig
ibi
li
tytheyh ab
itual
lya ch
ievedwiththe
ir
‘non -
stand a
rd’
(i
. e
.non-nat
iv e
)forms,andth eeasyw ayinwh ichtheyre
solved
anyd ifcul
tiesby meansofaccommod a
tion(seee.g.Beebe&G i
les1984)
, I
beg antoquest
iontheu se
fulnessofthenat
iveEnglishnorm sunderp
inning
theE FL‘
industr
y’
,andtor ese
archtheELFphenomenon .
Jenk
inswaspart
icu
lar
lyfo
cusedonunde
rst
and
ingwhichp
ronun
ciat
ionfea
turesseemed
tocause
intel
lig
ibi
l
ityproblemsamongspea
ker
sfromdife
ren
tcultura
lb ac
kgrounds
(JENK
INS,2000)
,andwh i
chd idno
tseemtoafec
tcommunica
tioninthesecases
.H e
r
Howc
Edua
anw
e
rdoH
t
.D
ea
chEng
in
izd
l
i
eF
sha
igue
i
saL
r
inguaF
edo|Sáv
ran
ioS
ca
lo
iqu
ei
r
c
a
a
l
ly?
|2
7
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
wor
kw as
late
rfo
llowedbyscho
lar
ssuchasSe
idlhofe
r(2001
)andM
auranen
(2003
),who
at
temptedtoin
v e
st
igates
imil
ari
ssues
inrel
ationtolex
icog
ramma
randEngl
ishus
age
inacademi
cset
tings mo
respec
ifca
l
ly.
Thefo cusofE LFresearchh assinced evelop edind if er

entw a
ys.Aso fthee ar
ly2010s
,
espe c
ially
,ELFschol a
rshaveloo kedmo reintohow ind i
vidu a
lsfromdifer en
tlinguacu
ltu
ral
backg roundscon s
tructandnego t
iateme aning intheirv ar
iousinte
ractions,m a
inly
from
apr agm a
ticp e
rsp ect
ive.Th eyh avealsogon eon est epfurther
,m a
inl yinth epas
tf ve
years,b yposi
tioningE LFwithinmu lt
il
ingu al
ism,anda rguingthatthefo cusofELFshou
ld
notbeonthe “E
”– forEngli
sh–bu tonthep luri
l
ingu aln atureofELFcommun icat
ion–in
whichEng li
shm aybea vai
lable,butm ightno tne ce
ss a
rilybethe l
angu agecho senwith
in
the int e
ract
ion( seeJENKIN S
,2015 )
.
Thesedif e
rent mom en t
sinE LFresearch—from itsincept
ionasap arad
igm lookinginto
pronuncia
tionand lex
icogramm at
ical
form,toit
s focusonpragm at
ici
ssues,andthentoits
growthintoana reathatposit
ionsE LFwith
inmu lti
l
ingu a
lstudi
e s—haveb eenlabe
ledE LF
1
,E LF2andE L F3ph as e
sb yJenkins(2015
).Theya reimportanthereb e
causew efeeli
tis
cruc
ialtopresentahistor
ica
la ccountofthed e
velopm entofthefeld
.How e v
er
,w ealsofeel
thatforthepu rposesofthep resentchapte
randboo k,w eneedtop res
entad efni
tiono f
ELFth a
tismor eta
rg e
t edatourdi v
erseaudience
,andth a
tcanh e
lpu sansw e
randd is
cus s
thequ est
ionth atw a
sp roposedtou sintheQ&AS eminar;i
.e.
,‘Howc anw eteachEnglish
asaLingu aFr
an calocal
ly’
?
Toexpla
inourownunde rstandingofE LF
,wh ichi
sb asedontheth reeph asesoutl
ined
aboveaswel
lasonotherstudie
sandmomen t
sthatarep a
rtofourtr
ajec
to r
ies
,w ebel
ie ve
iti
sb es
ttob r
eakdownth eterm intothreeo f
itscon s
tituen
tp art
s:a)Lingua,wh ich
refec
tsthew a
ysinwhichw econ ceptua
lizelanguage
;b )L
inguaFranca,wh ichneed sto
beexpla
inedbecauseit
isatthev erycen t
eroftheE LFcon s
tru
ct;andc )Engli
sh ,which
isof
tentakenasagivenbuta l
soneed stobep roblem a
tiz
ed.W ewil
lbriefyd i
scusshow
weunders
tandeachofthesep a
rtso
ftheE L
Fa c
ronym,andthenmo veontoe xp
lainhow
weconce
iveELF(whichw eh avepurposeful
lynotdoneuptoth ispoint)
.
2
.1Wh
ati
slangu
age
?
Itiscommonfo rpeopletoth inkof l
angu ageasatoolforcommun ic
ation,asagroup
ofsounds
,wo rdsandstructuresthatw em akeuseofinord e
rtocon v
eyou rthoughts
andconstruc
t meaning
s,bo thlit
eral(whenwo rdssupposedl
y me anwh a
tw esay
)and
intended(whenw eha veothe r meaningsandintent
ion sat
t a
chedtowh a
tw esa y
).
Struc
tura
l
l yspeak
ing,on ec anactu a
ll
yd efnelanguageinsu chaw ay
,a s
ith a
sb een
doneb ym any
(e.g
.
,FROMK INe tal.
,2007).
Wefee
l
,how eve
r
,thatanotherconcept
ionof
l anguage
,ra
therthanthest
ruc
tura
loneju
st
ment
ionedabove
,i
sb e
tte
rsuitedfo
rhoww e(thepresen
tauthor
s,at
leas
t)unde
rst
andELF
.
Thi
sconcept
ioni
sthatof
l anguageassoc
ia
lpr a
ct
ice.Conc
eiv
ingoflanguage
insuchaway
Howc
Edua
anw
e
rdoH
t
.D
ea
chEng
in
izd
l
i
eF
sha
igue
i
saL
r
inguaF
edo|Sáv
ran
ioS
ca
lo
iqu
ei
r
c
a
a
l
ly?
|2
8
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
istocomp rehenditnota sacloseds e

tofstructu
r e
s,bu tasaw ayo fsay
ingthings
,doing
thingsandb e
ingsom eoneinth ewo r
ld(G EE
,2011).Thism eansth at
langu agedoesnot
s
imp lyex
istasanabstract
,st
ru c
turalent
itytoconv e
you rideas
,bu tthat
itcon s
ti
tut
eswho
weare
,howw eareseenb yothers
,wh atw eaccomp l
ishinou r
liv
es,andhoww econs
truct
asenseofsel
f.With
langu age
,w ebu i
ldandb reakrel
ationship
s,w ef a
tte
randhu rtpeople
,
wem akef
riendsandenem ies
,amongsom an yotheracti
vit
ies
;and,ultima
tely
,w econs
truct
ourse
lvesasagoodo rb adp e
rson,asab eginnerore xpert
inaf eld,asaloverofacert
ain
typeofmu sic
,asam emb erofac e
rtainsocie
ty,andsoon .Inotherwo rds
,languageispar
t
ofwhow eare
,howw earep e
rceivedandwh a
tw edoe veryday
.
Wealsosee languagea s mo reth anv e

rb a
l language.Thet erm ‘
language’
,fo rus,refe
rs
tothev a
rioussem io t
ic mode s(spo kenandw ri
ttencommun ica
tion
,stat
icand mo v
ing
im ages,color
s,sound sotherth anspe ak
ing ,gesture
s,etc.
)w ithwhichw econ structand
nego t
iate meaning s(thech apt e
rson mu ltil
iter
a c
iesinthisboo kw i
llhave mu ch mo re
tos ayabou twh a
tw e meanhe re).Whenw ebecomeat eache roralawyer,forinstance
,
weno tonlylearnnewtheo ryandp ract
ices,butw ealsole a
rnhowtot a
lkac er
tainw ay
,
howtod ressac e
rt ainw ay,howtob ese ena sac e
rtaintyp eofteacheror law yer
;and
thi
s involves moreth anv erballangu age
.W ealso musts aythatw eareno tden yingthe
st
ru ctu
r a
lo rsys
tem at
i caspe c
to flangu age. Whatw ea resayingisthatlangu ag egoes
waybe yondth at
,andth a
tinan ylanguagethes ys
tem sth a
tsuppo sedlyorg an
iz eita
re
moreopenand me s s
ierth anw eoftenthin k(CANAGARA JAH,2013 )
.
Whenw ethinkof languageinsuchwaysi

tb ecomeseas
y (oreas
ier
)toseehowandwh y
ELFd eve
lopedf romE LF1toE LF2andth entoELF3.W earenotsay
ingthatJenk
insor
col
leagu e
sh a
v ech angedthei
rowncon cept
ionso
flangu age
(w ecou
ldn e
versaysucha
thing
,sincew esimp l
ydono tknow)
,butthemo vef
roml anguageass
truc
tura
lforms(ELF
1)tol
angu ageasp ract
ice(ELF2
)andthentolanguageascomp le
x,mul
ti
l
ingu a
lprac
tic
es
(ELF3)iscer
tainlyvis
iblewhenw eth
inkofthew a
ytheE LFparad
igmh a
slate
lyevol
ved.
2
.2Wh
atabou
tl
ingu
afr
anc
a?
Foru s
,thecon cepto fl
ingu afrancaisclose
l yre
latedtotheconcep t
iono f
l anguagew e
havejustdiscussed.W ewillnotg et
in tod eta
ilsoverthehis
toryo fthetermh ere
,but
itis
impo rtantto men t
ionth atitdatesb acktoase ar
lyasthe17 c
th
en
tury(FRIEDRICH;
MATSUDA ,2010;O STL ER
,2010 ).Forou rpurposes,wethinki
tsuf ce stosayth a
tlingu
a
francaisatermth atr ef
erstoa languageth roughwh ichtwoor mo repeoplewhocome
fromd ifer
ent l
ingua cul
tur a
lb ackg
round scommun i
c a
te.Fo
rexamp le,i
fape rsonwhose
mothertongue i
sPo rtugue seiscommun ica
tingw i
thsomeonewho semo thertongue i
s
Germ anandthe ycommun icateinSp ani
sh,Sp ani
shisserv
ingasa linguafrancainthat
specifcsi
tuation
.
Th
isexampleweprov
idedm a
ybesomewh a
tmis
lead
ingasitmaym akesomebelie
veth
at
al
inguaf
r an
caneedstobeathi
rdlanguage
,othe
rthanthosespokenb ythetwopeop
le
invo
lvedinthecon
v e
rsa
tion
.This
isnotthecase
;infa
ct
,ifthosetwosamepeop lewere
Howc
Edua
anw
e
rdoH
t
.D
ea
chEng
in
izd
l
i
eF
sha
igue
i
saL
r
inguaF
edo|Sáv
ran
ioS
ca
lo
iqu
ei
r
c
a
a
l
ly?
|2
9
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
commun icat
inginPor
tugue se(whichisthe mothertongueo foneo ftheinter
locuto
rs)
,
thenthislanguagewou ldb eserv
inga salingu afranca. Whatthism eansisthatwh a
t
isimpo r
tantinthenotiono fl
ingu afranc
a isth a
tth einter
lo cuto
rswhob eardiver
se
l
ingu acul
tura
lb a
ckground sarecommun i
c a
tingamongth em se
lvesandar edoingso
throughalanguagetheysh are
.Theseinte
ra c
tionsm a
yin vo
lveon lynonn a
tivespeake
rs
ofthelanguageornonn at
ivespe a
kersandn ati
vespe akers.
Bes
id esth at,th erear eoth erf a
c torsth atm ays t
il
lb em i
sle ading inth ew aysw eh av e
descr
ibedwh a
ta l
ingu a
fran c a
isthu s far
.Oneo fthem ise asytoe xplain,and ith a
stodo
w
iththe fa ctth atl
ingu afranc asituation sdono tneedto invol veon lytwopeop le— the y
caninvolv easm anya sarebe ingp a
rto fan yactofcommun i cat
ion.Ano thera spectth atw e
needtoc lar
if yisthat
lingu afr ancasituationsareno tlimi
t edtospo kencon versat
ion s
.The y
a
lsot a
kep lac einwrit
ing,fore xamp le(b asedonthes ame lingu acultur a
lno tionsastho se
weh a
vee xplained)
.Fin al
ly
,whenw ethin koflangu ageasmo reth anthis incredib
lev eh i
cle
ofverbalcommun ication— ase xplainedp rev
iou sly— anda snego t
i a
tiono f meaning s,
wecana lsop rob lematizethe ide ath atpeop lesh a
r enamed langu age s (
inthet radit
ion al
senseo fthewo rd,whe relanguag er e
f e
rstoEng lish,Sp anish,Fren ch,M and a
rin,andso
on)
.Wh atthe yactual
l ysh a
re,w ecou lda rgue,arelinguist
i candsem ioticresou rcesth at
areparto fthe irrepertoires(B LOMMA ERT,2010 ;CANAGARA JAH ,2013 )
.How ever
,w edo
notwishtogodeepe rintoth i
sd iscus s
ionbe c auseitwou ldr equ ire mo resp ace,and it
wouldno tf tw el
lw i
ththepu rpo seso fthisch apter
.Infa ct
,w ecou lda lsop roblem atize
theide ao fn amed langu age s(MAKON I
;P ENNYCOOK ,2007 )
,bu tw eth inkthiswou ldbe
bet
t e
rsu itedfo rano theroppo rtunit y
.
2
.3Wh
yEng
l
ish
?
Whenw eta ke
intoa ccounttheide
ath atan
ylanguagecanbea l
inguaf
r anca—depending
onthegiv ensi
tuation inwhichpeoplewhoarecommun i
cat
ingareinvolved—somem ay
askwh ythe r
eisap ar ad
igmwho sefocus
isonEng l
ish
.Ontheo therh and,o
therscould
thinkthatthean sw ertosuchaque st
ioni
se a
sy(orevenob v
ious
),gi
v entheprominence
thatEngl
i shh a
sh adinthe l
ivesofsom anypeopleworldwidefo
rsom anydecadesnow.
It
ist rueth a
tEng l
i shisal anguageth a
th asspre adinternat
ion a
l
lyw i
tham agn
itudeth a
t
noo therlangu age inthep as
th ad— inc
ludingL at
inandF rench(MU FWEN E
,2010),and
thatin i
tselfcouldbet a
kena sana rgumen tforaf ramewo rksucha sELF
.How ever,i
tis
impo rtantforu stocl a
rifythatELFi
sno tun crit
icalofEng l
ishsimplybecauseit
loo k
sinto
th
isp a
rticula
rlangu age.Infact
,scho la
rswhos tud yEL Fandrelat
edframewo rks(which
wew i
lle xpla
inlater)b r
ingc ri
tica
lstan ce
so fthepo l
it
icsofEng l
ishandofthea tt
ention
thi
s langu ageh asre ce
iv edin muchs chol ar
ship inlinguist
icsandapp l
ied l
inguist
ics
wor
ldw ide.Jus
tt akea sane x
amplethe fac
tth atJen k
ins(2015)h a
sc a
l
ledforthecentra
li
ty
of mult
il
ingu a
lismw ithinE LF
,asw ee xpl
ainede ar
lier
.
Whatwefndpa
rti
cula
rly
inte
res
ting
inthec a
seofEngl
ish—noton
lyinELFbu
tfor
languages
tud
iesasawhole—isthattheunpre
cedentedg
loba
lexpan
sionofth
is
Howc
Edua
anw
e
rdoH
t
.D
ea
chEng
in
izd
l
i
eF
sha
igue
i
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inguaF
edo|Sáv
ran
ioS
ca
lo
iqu
ei
r
c
a
a
l
ly?
|3
0
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
languageh as(furthe r
)ch al
lengedsomet aken-for-grantedno t
ionsabou tlangu ageitse
lf
and l
angu agete a ching.The seinclude:The ide a
lizedn at
ivespe a ke
r(HO LLIDAY,2006;
RAJAGOPA LAN ,2005 );langu ageowne rship(W IDDOWSON ,1994 )
;andthe“n atural”
assoc
iat
ionbe tween language s
,cu l
tures,andte r
ritor
ie s(CANAGARA JAH,2013 )
.When
welookatthe factth atEngli
sh innowmo rew idelyspo kenamong stnonn a
tivespe akers
,
ratherthann ativ espe akers(CRY STAL,2008 )
,th atiti snowsh aped m an ytime sb y
nonn a
tivespe ake rpra c
tices(MART INEZ,2018 )
,th atitisch angedandre sistedinlo ca
l
ways(MENEZESDESOUZA ,2019;RA JAGOPA LAN ,2003 )
,among m anyo therdimen sions
oftheinternation ale xpansiono flangu age,someque st
ion sarefo regrounded :Doe s
thelangu agebe longton ativespe akers(o rtoan yone,a ctual
ly)?C ana langu agebe
owned ?Wh atisan at
i vespe ake
r?Wh yare mo stte ach
ing m ater
ia
l sbasedondom inant
nat
ivespe akerv ariet
ie s
?Dothe sev a
riet
iesrefe cttheneed sandre a
lit
ieso fstuden ts
?
Whydote aching m a
teria
lsgene ra
llybringcu lturalactiv
itiesth a
trefersolely(or mostly
),
again
,todom in an tn at
ivespe akers? Whyi sthed iversityofspe a ke
rso fan ylangu age
(
in c
ludingitsn ativespe akers)oftenerasedf romte achingp r ac
ticesand m ateria
ls?The
lis
tcouldgoonandon .
Asw emen t
ionede a
rl
ier
,theseque stionspertainnotonlytoEnglishbuttolangu ageand
languaget ea
chingasawhole.St
ill
,the yseemtobeh ighl
igh tedbytheunpr ecedentgloba
l
pre
sen ceofthi
sp a
rt
icula
rlangu age.Thu s
,althoughtheE inE LFhasbeenac en t
ralfocus
ofschol
a r
shipwith
inthispart
icularcon s
truct,themo vebe yondEngli
sh (
J ENKINS,2015;
seealsoKUBO TA;MCKA Y
,2009)— andbe yondmono l
ingu a
lism(MA Y
,2014),a c
tu a
l
l y—in
ELFand inAppliedL
inguist
icsisbo thimpo rtantandne cessary
.Suchmo v ei
sno tw i
thin
thescopeo fourchapter
,butw efnd itessentia
ltomen tionitheretom akesurer eader
s
understandthatthe
reis moreatst akethanEng li
shinE LFandr ela
tedare as
.
2
.4Sowh
ati
sEL
Faf
tera
l
l?
G
iv enallth a
tw eh avestateduptoth ispo int,wef eelw earenowr e adytoe xplainwh at
weunde rst
anda sE L
F.Firs
tandfo remo st
,w eseeE LFa saphenomenon .Itr eferstothe
facttha ttheEnglishlangu ageh assp readw ide
l ya cro s
stheg lobe—p ar
ticul arl
ydueto
th eeconom ic
,polit
ic a
l,so c
io cu
ltura
land m i
li
tar ypow erofth eUn i
t edK ingdomand
th eUnit edStates— andth atnow m an yp eoplewhocom efroma llp ar
t so fth eglob e
commun ica
teinthislangu age.St
il
l,it
i simpo rtanttoc la
ri
fyth atEng l
ishisno tth el
ingu a
francao fwo r
ldwidecommun icat
ion(assomebe l
ie ve)
,bu talingu afranc a
( amongo ther
s)
throughwh ichpeop lecommun icateint ernat
ion all
y(KUBO TA; MCKA Y
,2009 ).A sO st
ler
(2010,p .x v
)wou lda rgue,“alinguafr anc aisalangu ageofcon venien c
e.”Th ef actthat
Engli
sh isthe mostw idelyu sedofthe selingu afran casdoe sno t me anitistheon lyone.
Wemu staddth a
tE LFisafun ct
iono fEng l
ish (FRI
EDR ICH ;MA TSUDA ,2010 )
,wh i chme ans
th a
titisno tan ewv ar
i e
tyo fth elangu ag e— i
ti sra theron eo fth ew ays inwh ichth e
langu age isadoptedandapp ropr
iatedb ypeop le ind iferentp ar
t softhewo rld
.
E
LFi
salsoanareaofre
search(wehavere
fer
redtoitasaparad
igm,acons
tru
ctanda
f
rameworkth
roughou
tthi
sch ap
ter
)wi
thin
languagestud
ies
.I
tsta
rtedou
twi
ththewor
k
Howc
Edua
anw
e
rdoH
t
.D
ea
chEng
in
izd
l
i
eF
sha
igue
i
saL
r
inguaF
edo|Sáv
ran
ioS
ca
lo
iqu
ei
r
c
a
a
l
ly?
|3
1
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
ofJenni
ferJen k
in sandsom eofh e
rcolleagu e
s(mo s
tnotablyB arba
raSeid
lhoferand
AnnaM auranen )
,a sw ehavee xp
la
inedp re v
ious
ly
,and i
th asde ve
lopedinte
rm sofit
s
focusands copeth roughoutthep astf
ewde cades
.Thediscuss
ionw epresen
tedabou t
theph a
seso fEL F
( ELF1,ELF2andE LF3)i
l
lu st
rate
sthisdeve
lopmen tquitewe
ll
.Inbrie
f,
wecouldsayth atthispart
icul
arfeldinves
tig a
tesi
ssuesper
t a
iningtoEngl
ishl
angu age
pra
ctice
s— includingEng l
ishlanguagetea ch
ing(ELT)—inawo r
ldwhe r
eEngl
isho f
ten
funct
ionsa salingu afr
anca.
We mustalsos aytha tE LF
i snotth efrstoronlyare
ao fresearchthatinve
st
igatesthe
g
lob a
lsp reado fEnglishand itsefectsforpeoplewor
ldw ide.Somep arad
igm s
/ a
reasof
study
/term sth ata
r erelatedtoE LFinc
ludeWo rldEngl
ishes(KACHRU ,1992)—onwh ich
ear
lyresearchonE LFd r ewv a
st
l y
(JENKIN S
,2015)—,Engl
isha sanInt
ernat
ionalLanguage
(MCKA Y,2002;SHAR I F
IAN,2009 ;SM I
TH,1983),Globa
lEng l
ishes(CANAGARA JAH,2013)
,
amongo thers
.Infac t
,thetwop resentauthorscomefromd if er
entperspec
tivesabout
ELFand i
tsr e
lat
ionsw i
ththe seotherareas—oneo fusactual
l y
ident
ifesmo s
tlywiththe
termEng l
isha sanIn ternat
ionalLanguag e,asund e
rstoodb yShar
ifan(2009)
,Fredri
ch
andM atsud a(2010)andRo seetal.(2020)
.Thishigh
l
igh t
sther i
chnessofthefeldandof
stud
iesong lobalEng l
ishesa sawho le
.
F
inal
ly
,w ewishtohighl
igh ttheimpo rtan cethatE LFh a
sr e
ceived
inB razi
lians cholar
ship
.
Sever
alr esearcher
sw ithinou rcoun tryh aved rawnonE LFrese a
rchandad vanced
d
iscuss
ion sinlanguagestud ies(and langu agete aching
, morespe c
if ca
lly
) inanumbe r
ofways(e.g.
,DINIZD EFIGU EIREDO ,2018 ;DUBOC ,2019 ;GIM ENEZe tal.
,2011 ;JORDÃO ,
2014
;JORDÃO ;MARQU ES
,2018 ;PEIXO TO,2019;POR F
IRIO,2018;S
IQU EIRA,2020 a;2020b).
Impor tantboo k-
lengthvo lume sonthe i s
sueh avebeenpub l
ishedbo thn at
ion a
lly
(GIMEN EZetal
.,2011)and inte
rn a
tion a
lly(GIM ENEZ e
tal.
,2018),h
igh l
ightingthes trength
theareah asg a
inedinB razi
lthroughou tthep astfewy e a
rs.
Infact,Dubo candS iqueira
(2020
)andRo sa(2021)hav erecentlyad vocatedforan “ELFm adeinBr az
il”
,wh ichrefects
notonlythe importanceEL Fandr elatedfe ldshav eg a
inedinthecoun t
ry,bu talsohow
under
s tandingsofE LFha veb eenr esh apedona loc a
llevel
.Thislocaltast e—wh ichis
socentraltotheque st
ionth a
tw aspo sedtou sandtothech ap
t erasawho le—w i
llbe
d
iscussed l
ater
.
3
.Howc
anw
ete
achEng
l
isha
saL
ingu
aFr
anc
alo
cal
ly?
Asw ecans ee,
“Howc anw et e
achE LFlocal
ly?”
isanop eninformat
ionqu es
tion,wh ichb y
it
sn ature, muchdiferentfroma “yesorno ”quest
ion,al
readyimplie
sthate xp
l anat
ion sof
feas
ibil
ityaretob eprovided.Th
isisthee xpecta
tionthat
ispo sed
,ofcourse
,bu tb e
for ew e
ventureintoexplor
ingthis“how ”
(evendoub t
ingit
),w ewanttotakeastepb ackandt ryto
approach thequest
ionw ithanotheron e
,assuming tha
tfrs
tthingsshou
ldcom ef r
st
:“IsELF
teachabl e
?”Ag
r e
eingwithSifak
isandT san
til
a (
201 9
,p.2)
,whos eeELFas“
ahigh l
ym a
lleable
meansofcommun ica
tionwh ichadoptsEng l
ishasit
sprimaryvehic
lebuti
sapp ropria
tedb y
it
su se
rs toadapttol
inguist
ic,p
ragm at
icandcu l
tura
lelementsforea
chind
i v
idu a
linter
a c
tion
,”
Howc
Edua
anw
e
rdoH
t
.D
ea
chEng
in
izd
l
i
eF
sha
igue
i
saL
r
inguaF
edo|Sáv
ran
ioS
ca
lo
iqu
ei
r
c
a
a
l
ly?
|3
2
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
wedono
tth
inkELF
ist
eachab
le
.W ewou
ldr
ath
erfo
l
low
thep
atho
fta
king
intocon
sid
era
tion
theimp
l
ica
tion
sofELFfo
rtea
ching
.
AmongE LFr esearchers inp ract

ica
llyallpar t
softhewo rld,thereisacon sensusthatE LF
researchh asa l
re adyp rodu c edenoughs chola
r shiptoso l
idlyinformEng li
shc las
sroom
pr
a c
tices
.Ino the rwo rd s
, i
tispo ss
ibletothin kofcon ce
i v
ingaped agog ica
lspa ceforE LF
ino rdertofom entapp roach e
sth atcancomp rehensivelyen t
it
l eteacherstoc r
itica
ll
y
analyze
,recon s
ide randpo tent
ia
llyreshapethe irp rac
tices,adop t
ingnewone ssoa sto
meetth e
irlearn ers’ne ed sandob je c
tivescon cerningth esuccessfuluseofEng li
sh in
interact
ion sw i
thpeop lefromv a
riousint ercu
lturalbac kground s
.A sKohn(2019 ,p.35)
remind sus,“inE L Frese arch
,r e
ferencetosu cc
e ss
fulE LFcommun i c
ationisoftenlinked
toE LFspe akers’ab i
l
itytoa chieve mutual inte
l
ligibil
ityandcommun ica
tiverobustne s
s
throughs trategi candc re a
tiveexploi
t a
tionande xpansiono fth e
irlingui
stic
,[cultura
l
andsem iotic
]r esou rces.”
Th esp ec
ifcuseo fthewo rd‘space
’inthi
scon textremindsu sthatwi
thina longand
con so
lidatedELTtrad
it
ion,suchspaceisdomin a
t edandorientedbytheso-ca
l
ledEng l
ish
asFo r
eignL anguagepe r
spectiv
e (EFL
).Asw e
llknown ,E FLbr
ingsinit
scorean int
rins
ic
relat
ionshipanddependen ceofe ve
ryth
ingrelatedtothen at
ivespeake
rmode l
.N a
tu r
al
ly
,
wedono td ef
endth eil
legit
im acyoftheEF Lsp ace,nordow eadvocateanab solute
reject
iono fi
tsprem i
sesandideologica
lunde rpinnings
.Foru s
,dia
logica
l
ly,asm anyE L
F
scholarsa
lsocon t
end,the
r e
isastrongposs
ibi
litythatELFcanwo rkw
ith EFL
,notagains
tit.
Itisw i
thth ato rientationinm indth atw ew ish,inav erygene ralw ay,todiscusshowE LF
de ve
lopmen tsc anindeed informE LTp ractic esan choredinamo relocalperspective
.W e
sayth i
sbe cau sew edobe l
ie veth attheped agog ical
imp l
i ca
tion sofE LFarem ainlylo ca
l.
Beingmo ree xplici
tinth iscon cern,andd raw ingonthe l
iteratu
r ew eh aveal
r e
ad yavai
l able
,
wew anttosugge staf ewp r emisesth atc ansu sta
inthede signing ,planningandde l
iv ery
ofE LF-aw a
r ele sson sind if e
r entE LTcon t exts.First
,iti
simpo rtanttosee langu agea sa
dyn ami c(notf xed)me anso fcommun ication,ach arac
ter
i st
ictobev a
luedand fo s
t ered
on cew econ sid erth e“fragm ent ed,con ting ent,m a
rginal,transit
ion al
,ind ete
rm in ate
,
amb i v
al entandh ybridn atur eofE L F”(
JAM E S
,2005 ,p.141a scited inKOHN ,2019 ,p.
34).Se cond ly
,w earetoo vertlyb r
ingtoth ec enterofth ed iscussiona spectsliketh e
g
lob alsp reado fEng l
ishandthepo l
iticsitc arr
iesa longw i
ththephenomenon ,langu age
aw arene ss
,rhe to r
ic a
lsen sit
ivity,and ,espe c
ially
,r ecognizeandpo ten t
ial
lym a
kee xp l
ici
t
andt eachthenego t
iations kill
s mu lt
ilingu a
lspe aker
sm akeu seo fintheirinteractions
ind ifer en
ts itu at
ion s
,no rm a
llych ara ct
eri zedb yvar
iabi
lity(CANAGARA JAH ,2014).Th at
is
,w eneedtocon siderth atE LFisdep lo yed in “verycreat
i vew ays,withspe akersactiv e
ly
ands k
i
llful
lyco -con s
tru ct
ing ,sh apingandm an
ipu la
tinglinguisticresourcestop rodu ce
lo ca
lizedr epe rtoires”(COGO ;D EW EY,2012 ,p .21 )
.
Byac
cep
tingth
atp
remi
seofloca
li
zedrepe
rto
iresdr
awnf
romr ea
ll
ife
,onc
ew eworkon
th
isped
agogicmo
ve,mat
eri
als
,fo
rins
tance
,aretobede
veloped
local
lyo
r(thee
xis
ting
Howc
Edua
anw
e
rdoH
t
.D
ea
chEng
in
izd
l
i
eF
sha
igue
i
saL
r
inguaF
edo|Sáv
ran
ioS
ca
lo
iqu
ei
r
c
a
a
l
ly?
|3
3
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
ones
)atleastcr
it
ica
ll
yan a
lyzedanda s
sessed
inaw a
yth a
tthe
ircon
tentcanindeedga
ina
mor
etangibleloca
lfavor
.Suchorientat
ionwil
lfo
rsure
leadstuden
tsin
toeng ag
ingwith
loca
lculturesinacri
tic
alw ay
,distanc
ingthemsel
v e
sfromthedefaul
tideao f
lea
rning
andadop t
inga spect
sofadom inanttarge
tcul
ture(USorUK)inordertob e
longtoa
so-
cal
led “worldofEng
lish
.”
Diversityisap r
in c
ip letobeemb rac edands t
r essedwhen itcome stoped agog ic a
l
imp li
c a
tionso fEL F
.A sCogoandDew e y(2012,p.172 )argue,“currentt rendsinE LFsyl
l abus
designappe artom a kev er
ylit
tlepro vis
ion forl
ingu i
sticd ive
rsi
ty
.”S incemo s
tE LTm aterial
s
area lmo ste xc
lu s
iv elyb asedone ith erBrit
isho rAm eri
canEng lish,E L
Tp rofession al
s
con t
inuebe ing “t
rainedto loo katlangu ageprimari
lyw ithr ega
rdtono t
ionso fcorrectne s
s,
wi
tha ccurac yp r
ioritizedabo veallels e”(COGO ;D EW EY
,2012,p .173 )
.So ,E LF-aw are
c
l asses
, in man yw a ys
,r e
jectsu chap r acticeand,onthecon tra
r y,fomen toppo rtunities
forstuden tstobee xpo sedtod iferen tv ar
iet
iesandu se sofEngl
i shp lusthede velopmen t
ofaw arene s
s- r
ais
inga ct
i v
it
iesth a
tc anm akelearnersa ttent
iveandr e
spon siveto l
ingu a
fran c
am ani
f esta
tion sofEng l
ishthe yw i
llsure
lyen coun te
rinthewo r
ldou tside
.W ithth at
ide ain mind, iti
sc le a
rth a
tthe reshou ldbeafo cuson inte
ll
igibility
,no tonco rrectness
d
i c
t atedb yadom in antn ativespe aker mode l.Beside sth a
t,on cew econ ceiveo fEL Fas
deep lyintercultura
l,oneo fou r mo stimpo r
tantgo a
lswhent e achingEng l
i shunde ran
ELFpe rspe c
ti v
e i
stot eachintercu
ltu ra
ll y
-sensi
tivecl a
s ses
,en v
isioningthede ve
lopmen t
ofan int e
rcultura
law a
rene ss
,this“con s c
iousunde rstand ingofthero lecultu r
al
l yb ased
form s,p rac
ticesandf rame so fre
f eren cec anha vein in t
ercul
tu ralcommun icat
ion ,and
anab i
litytopu tthe secon c ept
ionsin top racti
ceinafe x
ibleandcon text
-spe c
ifcm anner
incommun i cat
ion” (BAK ER,2011,p .202 ).
W
ithinthi so veral
ldiscu ss
ion ,on ei s
su eth atw ewou ldl
ik etoe xp loreh ereise xa ct
ly
theide aof local
izingE LF
.E labor a
tingonth ispremi se,w epropo seac i
rcular mo vemen t
whereimpo rtantaspectstow ardsthis(no t-so-
simple)go alar etobeb rough ttosu rface,
culmin a
ting,inou rspe c
if cc a
se,w ithwh atsomeB ra z
il
ians cho larsa recall
ingana lr eady
c
ited“ ELFm ad einBrazil”(DUBOC ,2019 ;DUBOC ;SIQU E
IRA,2020 ;RO SA,2021 ),th atis
,
anatt emp ttos tres
sth ee xp andingno t
iono fELFb yputting“ g reateremph a
sisonth e
cr
it
i calandpo lit
icaln a
tu reo fEng lishandthep ro cesso fle arningandt eachingthe
langu ag einth eB raz
il
i ancon tex
t ”(DUBOC ;SIQU EIRA,2020 ,p .301 ).A sw eknow ,th e
conc eptofE L Fandth eE L Far e
ah aveinitial
lyd e
v e
lop ed inth eg lob a
lNo rth,anda s
it
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thattheunde rstandingo fth isproc essand i
tsconsequen cesi se xtremel yimpo rtantfor
localschol ar
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,as men tionedabo v e
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ingo fsignifyingE L
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ly.Th issu r e
lyin volvesthin k
ing
ofhowE LFisto funct
ion inacon texto fane xpand
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rc
lecoun trylikeB raz
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1992)
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4
AR
ES|Ad
van
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ese
arch
inEng
l
ishS
eri
esn
º13
Certa
in ly
,the rear em an ydif
ferentw a y
stopo inttothed irect
iono fcon s
tructing
localt eachingp ract
ic esw ith
inanE LFp e
rsp ect
i ve
.W iththisin mind,b roadlytaking
commun icat
iona ssitu atedp ract
ices, weh igh l
ighttheimpo rtan ceofs tuden t
s’
par
ticip a
tioninar ef e ct
i v
ee xerc
isewh icha ttemp t
stor espondtoqu est
ions l
ike
:( a
)
Whose “norm s
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ssandwh y?(b)Howc antrans
langu aging/t
ransl
ingu a
l
prac
ti ces p
2
layarole inou rclasses
?( c
)Howa rem eaningsc rea
t edandn egotiatedin
ourin ter
a ct
ion s
?(d )Howc anw etoge therfndandpene tr
atethec racksorg apsin
oursyllabu se
sandcu rricula(DUBOC ,2018)?( e)Howshou lddif e
r enta s
signm ent
sb e
as
ses sed?(f)Wh atkindo ffeedbackistobee xpectedfromthet e
ache randf rompee rs?
(g)Howwou ldlearner sassessthe
irownpe rform ance?
Lastbutno tlea
st,
int e
rm soflo ca
l
izingE LFandthu simplemen t
ingitlocally
,w ecannot
forgetthecrucia
lroleteacheredu cat
ionistoplayinthisongoingp rocess
.A sDubo cand
S
ique i
ra(2020,p.321)pointout,“ELTgroundsandp ract
iceshavedogm at
ic a
l
lyem an a
ted
fromth eg lobalNo r
th,conso l
idatingp remise
sando rienta
tionsth ath averem a
ined
pract
ica
llyunri
valed
.”W edoneedtounde r
standthatthi
stradi
tionwillcontinuetoprevai
l
ifw ekeepsend ingthe me s
s agew ea rehappyw ithkeepingsu chstatusquo .How eve
r,
s
ign sh a
v esta
rtedtoshowth at
,onth econ t
rary
,m anyofu sbegintoc allatten
tionto
the importanceofch a
l
lengingth ishegemon iconto-epis
t emologi
c a
lcond it
ion.Turn
ing
oure ye
stoB raz
il
,Dubo candS iqueir
a(2020,p.321 )
,again,supportingthislatte
rpoint
ofview,argueth a
t
[… ]wi
ththead ventofELFre
searchandthedeepe rinvolv
emen tofschola
rs
fromth eglob a
lSou th
,ful
lyaw areofthenecess
itytoemb ra
cealternat
ive
epi
stemologiesthatcouldac
countforthedif
erentsocio
lingu
ist
iclandscapes
inwhichEng l
ishwou ldpenet
rateandinte
rac
tw i
th,neww ayso
fcrit
ica
ll
yand
pol
it
ica
llyinterpret
ingth ephenom enonand i
tspoliti
calandp edagogica
l
consequenc e
sh avebeguntoeme rge
.
Thish a
scom e
intovisib
il
ity
,for
in s
tance
,w i
ththein c
reas
ingnumb e
rofE LF-
rela
tedwo rks
presentedincon ferencesands eminarsal
lo verthecoun t
ry,th esignifcantacad emic
produ ct
iononE LF
,in c
luding MAandPhDth e
s esandd i
ssertat
ion s
,andpub l
ications
der
ivingfromr e
searchininst
itu
tions
lik
eU FPR,USP
,U FBA,UEM,U EL
,U F
SC,etc.
,theof er
ing
ofspe c
ifccoursesonE LF(espec
ial
lyaf
terthepub l
icat
ionofth efnalversionoftheBNCC )
atbo thpre-serv
iceand in-serv
iceleve
ls,andcu r
ricu
lumupd a
teinApp l
iedLinguisti
cs
program sl
iketh eon eofereda tUFPR,whichcomp r
ise
sd i
scipl
in e
ssu cha sLaboratór
io
Temá t
icodeLínguaIngle
sa:
Inglê
snaCon temporane
idadeand Laboratór
ioTemá t
icodeLíngua
Inglesa
:F o
rma çãod ePro
fessor
esemT emposd eGlobal
ização
,amongo th e
rs
.
Aswecanseef
romtheexplan
ations
inthi
sse c
tion
,as mu
chasw ea rguetha
tE LF
isnot
tea
chable
,weargue
forthete
achingofEngl
ishunderanELF
-aw a
r eperspec
tiv
e.And,of
cou
rse
,the mo
reloca
lthebet
ter.Be
tte
rsti
l
l,anE L
Fperspec
tiv
eo ft e
aching
,b ynatu
re,
2
ForG
arc
ía(2009
,p.45)
,trans
languag
ingre
fer
stothe mu
lt
ipled
iscu
rs
ivep
rac
tic
esin wh
ichb
i
lingu
als
eng
age
inorderto m
akesenseofthe
irb
il
ingua
lwor
lds
.
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rdoH
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|3
5
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
hastobe lo
cal
.A sELFresea
rchkeepsinformingELTmoresys
temat
ica
ll
yindife
r entpar
ts
oftheworld
,cla s
sesaretob ecome mu ch morem ean
ingfu
landreal
ist
ictostudents
.
Fol
lowingthat
lineofthough t
,andre
it e
rat
ingthatELFcanworkwi
th,notaga
instEFL,
in
thesect
ionwhi chfo
llowsw eprov
idesomee xample
sofhowthisc
anh appen
,e spec
ia
lly
takingex
ist
ingE LTm a
teri
alsasasta
rtingpoint
.
4
.Som
eex
amp
leso
fte
ach
ingp
rac
ti
ces
Nowthatw eha veproblem a
tizedtheide
ao ftea
chingELFandp r
esentedourv
iewson
loca
li
zingteachingpra c
tice
sb asedonth
isp a
radigmandr e
lat
edframeworks
,w efee
lit
isimpor
tanttosh a
rea fewa c
tivi
tie
sthatm ay
il
lust
rat
ehowtoeng age
insuchprac
tice
s.
Ourexample
sw il
laddresstwom a
indimensionso
f l
anguageteach
ing:a
)Theadapta
tion
ofcou
rsebooks;andb )discus
sionsonlanguageandcultu
re.
Wechosethefrs
to fthesedimensions(cour
seboo kadapta
tion
)be causeitiscommon for
manyteache
rsindiferentcon
t e
xtstof ee
lres
tra
inedb ythem at
eria
lsandme thodologies
thatareadoptedin m anyofth eschoolswh eretheywo rk
.W eb el
ie vethatEL F
-b ased
teach
ingp ra
cti
cesa reposs
ibleinthesecontexts
,e veni
fm anytimesthi sdoesnotseem
tobesoapp arenta tfrs
t.Ourbe l
ief
isfounded intheunde rs
tandingth a
tteachersc an
(andshould)
,aspr ev
iouslymentioned,fndg apsand /o
rcrack
sincurriculaandt eaching
mate
ria
ls(DUBOC,2018 )inordertocondu ctthei
rt each
ingb a
sedon localre
al
itiesand
needs
,a sw e
llasonth eunderstandingofth eglob a
lspreadofEng li
shand i
t sm an y
pol
it
ica
l,ideo
logicalandped agogica
l impl
icat
ion s
.
Theexamplew epresentintermsofte achingm at

erial
sw astakenfromS iquei
ra(2020b )—
seeal
soSiquei
raandM atos(2019)
.A se xpla
inedb ySique
ira,al
thoughmo s
tcour sebooks
arenotdeve
lopedb asedonanE LF-
sensitivepe r
spe ct
ive
,thet eachercanu sepre-exis
ting
sourc
es“toworktow a
rdsthede velopmen toftheirstuden
t s
’aw a
r enessofELFando fwh a
t
itmight
imp l
yforthepro ce
ssoflearningEng lishtod ay
”(p
.131 )
.This,accord
ingtoS iqueir
a
(2020b)
,invo
lvesthec reat
ionof“newa c
tiv
itieswh ich maystimu lat
elearnerstodeb a
te
issue
srela
tedtolangu agev a
ria
tion,ac cent
, inte
ll
igibi
li
ty
, jus
ttomen tionafew ”(p.132)
.
Theactivitypresentedb ySiqueir
a (2020b)th atw ewi
lldis
cussi
sone inwhichapictu
re
ofascenewhe reEng l
ishispresentinB r
a z
i
l isju
xtaposedw i
thimagesthataregenera
l
ly
assoc
iatedw ithtwo inner
-ci
rclecountries
:TheUn itedKingdomandAu st
ral
ia(seeF
igures
1and2 ).The
3
sep icture
st akenfromD ias,JucáandF ar
ia(2013)areaccomp an
iedb y
threeque st
ionsth atstuden t
sar esuppo sedtod i
scuss(al
linPortuguese)
:“Towh at
exten
ti sEng l
ishpre sen
tinB raz
il?
”;“Ares cenesl
iketheone sdepic
tedcommonwhe re
youlive?”
;“Wh icha spectsofthecoun t
rieswhe reEngli
shisspokena r
erepresen
tedin
theil
lustr a
tions?
”
3
Th eor
ig
ina
lact
ivi
tyandpi c
ture
scom efromthet e
xtboo
kHighUp,Vo
l.1
,wri
ttenbyD
ias
,JucáandFar
ia
(2013)
.Theywer
ereproducedund e
rtheautho
riz
ationofMacmi
ll
anBra
si
ltoappea
rinS
ique
iraand M
atos
(2019,p
.146
-147
)andinSiquei
ra(2020b
,p.132
)
.
Howc
Edua
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chEng
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izd
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|3
6
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
F
igu
re1–Un
it1—
Eng
l
ishE
ver
ywhe
re F
igu
re2–Un
it1—
Eng
l
ishE
ver
ywhe
re
Sou
rce
:HighUp1
,p.10
(DIA
Seta
l.
,2013
) S
our
ce:H
ighUp1
,p.11
(DIA
Seta
l.
,2013
)
Iti
s inter
estingtono ticethatthea ct
ivitybr
ing sad i
scuss
iononthep re
sen ceofEng l
ish
inB raz
ilandsee kstoe l
icit
froms tudentstheirperspecti
vesonhowp resentthesesights
are
inthe irlocalconte x
ts
.S t
il
l
,a sdiscussedb ySiqueir
a(2020b)
,E L
F-sensit
iveedu cators
couldgoone (ora f
ew )step(
s)fur
therand in
cludeim agesf
romlocal
it
ie sotherthanthose
from inner-ci
rclecoun t
ries
.Th i
scou ldleadtod iscuss
ionsonthep resenceo fEngl
ish in
d
if erentcon t
ex t
swo r
ldw ide— includingcon vers
ationsre
lat
edtothepo l
iti
csofEng l
ish
ands tudents’
feelingstow ardstheglob alspreadofthe l
anguage,forinstance
.
Inadd ition,teach ersadop t

ingth e H
ighUp cou rseboo kcoulda lsodoth efollow ing:
Asktheirstudentstosh areotherim ages(oro thertype so fexamp les)th a
til
lu s
tratethe
presenceofEngli
sh inB razi
landhowthe languageh a
sbeenapp ropria
tedb ypeop leinou r
coun t
ry;andp ropo seque st
ionsthroughwh i
ch learne rsc ansharetheirowne xperien c
es
w
ithEng lishwithinthe irloca
lcon te
x t
s— somee xamp lesp roposedb ySiquei
r a(2020b ,
p
.134 )in c
lude:“Wh enyouu s
edEng li
sh inagi vensi
tua tion,wha tdif cu
ltie
sd idyou fa c
e
andhowd idyouo vercom ethem?”;“Ha veyoue verta
lk ed toan y
foreigneru s
ingyou rna t
ive
languag e?”
;“I
fso
,cou ldyouno t
iceanystrategy(adaptation ,useofgestures
,accommoda tion,
cod e
-switch
ing,translanguaging,etc
.)youand /o rth
isp e
r sonusedino rdertofacil
itatethe
commun icat
ionb e
tw e enyoutwo ?”
Ac
tiv
it
ies
likethese— aswe
lla
so the
rspresentedbySiquei
ra(2020b
)—m ay“
st
imu la
te
thedi
scus
sionaboutthere
aluseof[Eng
l
ish]inthe
learner’
sloc
alcon
tex
t”(p
.134
).Thus,
w
iths
implemod ifc
ation
sofwhatisp
roposedinthecoursebook
,“s
tuden
tscanha
v ethe
Howc
Edua
anw
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in
izd
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|3
7
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
oppo r
tuni
tytoeng ageinac
tivit
iesth a
tw i
l
lcert
ain
l ycrea
teana tmo sphereofint
ersect
ing
betw eenaninitia
llyE FL
-bas edcl a
ssandane xpan s
ionth atc anpo ten
tia
llyleadinto
th eund e
rstandingo fthen atureofE LFcommun icat
ion”(SIQU EIRA,2020b,p.135)
.In
thissense
,a sSique i
raand M atos(2019)pointou t
,m an ycourseboo kact
ivit
ies“canbe
exp andedandd iscussedunde ranE L
F-sens
it
iveapp roach,cal
linga t
tent
iontothet ype
of
in ter
act
ionsth a
ta retotakepla ceindifer
entcon tex
ts
,p resentingandreinfo
rcingthe
natureofELFasafe x
ible
,co
- constructed
,andv a
riableme ansofcommun ica
tion”
(p.145)
.
Aspreviouslystat ed
,these conda ct
i vi
tyw ep resenthereadd ressesdiscu ss
ionson
languageandcu lture.Eventhoughthe int
rin
sicrelat
ionbe tweenlangu ageandcu l
ture
seemstob ea c
c epted in manydife rentci
rcle
s— atleas
tfromou rowne xp eriences—
web e
l
i evesu chr e
l a
tionisoften m ad einsimpli
sticterms
.Fo rinst
an ce
,th eid eathat
onelangu ageco r
r e
spond stoonecu ltu
reandtoonet err
itory—wh ich isknowna s
theH erder
iant r
i ad(
4
s eeCANAGARA JAH,2013)— seemsp reva
lentin m an ycir
clesof
(Engl
ish)langu aget eachingw i
thwh i chw earefam i
l
iar
.Inadd it
ion,i
tiso f
t enthec ase
that“
th eculture”wh ichisaddressed in manyEng l
ishlangu agecla
s se
sisa mono l
ith
ic,
non-p
roblem ati
z edide aofei
therBr
itisho rAmericandom inantandstereotyped “
culture
.”
Theactiv
ityw epre
sent—wh ichisbasedonan ideadi
s cus
sedb yDinizdeFigue
iredoand
Sanfe
l
i c
i(2017)—intendstoproblemat
izetheseta
ken-for
-grantednot
ionsonsome leve
ls
.
Inp a
rticu
lar
,theau tho
r schoseane x
tractf
romG lor
i aAnzaldúa
’s(1987
)Border
lands
/La
Fron
tera
:Th eNewM est
izatop roblemat
izeessent
ial
izednotionsoflanguage,cu
ltur
eand
ident
ity.Thepoem ,whi chi
soneo fthe mostfamousp assagesf
romtheboo k,
isshown
below(p.194-195)
:
Toli
v e
inthebo rderl
ands me an
syou
a
reneitherhi
span aind
ianegr aespanola
nigabacha,ere
s mestiza
, mul
ata,hal
f-breed
c
aughtinthec ro
ssfrebetw eencamp s
wh
ilecar
ryingal
lf veracesonyou rback
notknowingwh ichsidetoturnto,runfrom;
Tol
iveintheBorder
landsm ean sknowing
tha
ttheindiainyou,betray
edfo r500yea
rs,
isnolong e
rspeak
ing toyou ,
tha
tm e x
icanascal
lyou rajeta
s,
thatdenyingtheAngloinsideyou
i
sasbada shavingdeniedtheIndianorBla
ck;
4
Namedafte
rGe rmanphi
losophe
r,theologian
,poet
,andliter
arycri
ticJohannGo t
tf
riedHe rder(1744
-
1803
).Acco
rdingtoth
isl
ineofre
asoning
,“languageembodiedtheinnermostsp
ir
it
,thought,andv alue
sof
community
,[as]both
languageandcommun ityw e
reroo
tedinap lac
e,whichhelpedter
ri
tori
al
i zethemin
aspec
if
icloca
tion
”(CANAGARAJAH,2013,p.21).
Howc
Edua
anw
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rdoH
t
.D
ea
chEng
in
izd
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i
eF
sha
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saL
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inguaF
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iqu
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c
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|3
8
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
Cuandovivesen
lafronte
ra
peop
lewalkthroughyou,thewindstea
lsyou
rvo
ice,
you’
reabu r
ra,buey
,scapegoa
t,
for
erunnerofanewr a
ce,
h
alfandha
lf
-bothwom anand man,ne
ither
-anewgender
;
Tol
iveintheBorde
rlands meansto
putchi
leinthebo rs
cht,
e
atwho lewheattor
ti
lla
s,
spea
kTe x
-Mexw i
thaB rook
lynac c
en t
;
b
estoppedbylamig
ra attheborderche ckpoin
ts
;
L
iv
ingintheBorder
landsm eansyoufghthardto
res
is
tthegoldel
ixi
rbeckoningf
rom thebot
tle
,
thepul
lofthegunba rr
el
,
therop
ec ru
shingthehol
lowo fyour
throat
;
Inth eBorder
lands
youare thebattl
eground
wh
e r
eenemiesa rekintoeacho th
er
;
youareathom e,ast
rang e
r,
thebo rd
erdisputesha v
eb eenset
tl
ed
th
evolleyo
fsho tshavescatt
eredthetru
ce
youarewound ed,los
tina c
tion
dead,fgh t
ingba ck
;
To
live
intheBo rderlands means
the m
il
lwiththera zo
rwh iteteethw antstoshr
edof
you
rol
ive-
redskin,crushou tthekernel,yourhea
rt
poundyoup inchyouro l
lyouou t
smel
l
ingli kewhitebre adbutde ad
;
TosurvivetheBo rder
lands
you mu s
t l
ivesinfronte
r a
s
beacrossroad s
.
Asexpla
inedb yDini
zdeF igue
iredoandSan fe
li
ci(2017 )
,thepoem m ixesEng lish
andSpanish“andputsdif
feren
tidentit
iesinju
xt apos
itionandcomb ination,inan
at
tempttocalla
ttent
iontothedif
ficu
lt
iesandplural
ismo fabroade
rviewo fculture
”
(p
.151).Theau tho
rsdefendth a
treadingsofthispiece maybeu sedinc lassesto
br
ingatten
tiontohowp lura
l
,fragmentedandhe terogeneousoursuppo sedlyfixed
cul
ture
sand ident
it
iesindeedare
.
Howc
Edua
anw
e
rdoH
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9
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
Weaddh erethatth epo ema lsocall

sou ratt en
tiontoth efactth atw econ s
tructand
negot
iatem ean
ing sthroughd iferen
ts emio t
icresour
ces—wh i ch mayin cludedif e
rent
languag e
sando th ersem io
ti
cmod es
,sucha sim ages
,for
in s
tanc e
(infact
,av ers
ionofthis
pass
ag ethatw a
sil
lu s
tratedbyana r
tis
tn am edH ecto
rPon c
ed eL eónise a
s ytofndon l
in e
,
andh a
sb eenu s
ed insom eacad emi
cv enues)
5
.Furthermore
,thep assagealsop robl
em at
ize
s
fxedno t
ionsofn am edlanguag e
s(MAKON I
;P ENNYCOOK,2007)—wh ich,asw esa
ide a
rl
ier
,
isadiscuss
ionth atc anb ebet
terexplain
ed ind epthinanotheroppo rtunity.
F
in a
ll
y,w ealsow ishtoaddth atthepoemc anber e
adandd iscussedno ton lyinteacher
educat
ioncon texts— asdon eb yD in
izd eF igu e
iredoandS anf
elici(2017)—bu talsoin
languagec la
ssroom s.Engl
i shlangu aget e
a chersc anusethi
spoemtos tar
td i
scussionson
whytheau thorcho setome shd if e
r ent
langu ages,howw econst
ru ctme anings,whe ther
studentsh avee xperiencesinwh ichthe yh av eseeno rheardo rp rodu c
ed langu agein
s
im i
larw ays
,andsoon .The ycana lsop romp tstudentstose a
rchfo rinstancesinwh ich
Engl
ishw asapp ropriatedlo cal
lyinB ra z
il
,fo rd iferentpurpos es(in mu si
cando ther
art
s,onthe Internetand ing am ingen vi
ronmen ts
,inb randn ames,e tc
.
).Ano theride a
is
forteacherstoa skstudent stor efe c
tuponthew aysinwhichw em anytimescon struct
fxedim ageso fc e
rtainpeop lesandcu l
tu res(e venou rown),withou tp ayingattention
totheirplural
ity
.W i
ththe setype so facti
vities,w ew i
llbeintegrat
ing“ ap lura
li
sticview
ofEngl
ish eswithanon -es sent
i a
listcon cep t
iono fcultures
,
”a sad voca
tedb yDinizd e
F
igueiredoandS an f
elic
i(2017).
Webelievethattheact
iv
itiesweh avejus
tpresentedarea
lignedw i
thcon c
ernsrai
sedb y
ELFandr ela
tedpe r
spective
s,part
icu
l a
rly
inth a
ttheyaddressis
suessuchasnego t
iat
ion
of meanings
,the mult
i
lingu a
ln a
tureofm anyinter
act
ions
,andthed ivers
ityofspeaker
s
ofEngli
sh ,among s
toth er
s.W eencouragethosewhor eadthischaptertothinkabout
theirown ideasfo
rE LF
-sensi
tivepract
ices
.W ealsoencouragethemtor eadthewo rkof
otherscholar
swhoh averefecteduponsu chpract
ices(
seethech apt
ersinGIM ENEZet
a
l.,2011 ,2018,fo
rsomee xamples
).
5
.Qu
est
ion
sand
ins
igh
tsf
romth
eaud
ien
ce
Hav
inga r
riveda tthispointinou rrefect
ion sandel aborat
ions,andbe ing fa
ith
fultothe
formatd es
ign edb ytheo rganize
rsofthee vent
,inth issec
tion,w ew i
llcon s
idersom e
(notal
l
,un for
tun ately)
insightsrel
atedtoandde r
iving f
romthem ainissueintheorig
ina
l
quest
ionth a
tw e repo s
tedb you raudiencea squestions,commen ts,ando therrem a
rks
.
Asseve
ralpointsw erera
ised,duetothe l
im ita
tionso fthechapter
,w esele c
tedf vemore
genera
ltopicstowo rkon,and,insomec a
se s
,e xpandthemab itmo reth anwh atwedid
inthelivesess
ion .C er
tainly
,a lot mor
ec anbes aidandaddedtowh atw ed i
scusshere
onceELFa sacon structanda sathriv
ingfe ldofstudie s
isunde rconst
ru ct
ion,especi
al
ly
5
Seethe
fol
lowingl
ink
fromtheUn
iver
sit
yo fTe
xasatE
lP a
so,USA
,fo
rexample
:<ht
tp:
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.Access
:23Jan2021.
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0
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
whenwese
ttoimp
rin
tamore
loca
li
zedsetoftheo
ret
icalp
r em
isesandpra
cti
calr
espon
ses
thatc
anrefe
ct
,amongothe
raspect
s,thesi
tuat
edu seofthel
angu age
.
5
.1E
LFm
ade
inB
raz
i
l,E
LF4ph
ase
,de
colon
ia
li
ty
,t
ran
slangu
aging
Thefr
sttop
icwewou
ld l
iketoadd
res
scome
sembedded
inthefo
l
low
ingque
st
ion
s
madebyoneo
fou
rcol
leagues
:
Wou
ldyousaytheremigh
tbeanE L
F4phasebasedonde
colon
ial
ityandt
ransl
ingual
ism
tha
tisb
eingperhap
sledbyB
raz
i
lianscho
lar
s?Cou
ld“E
LFmadeinBraz
i
l”beth
isELF4phas
e?
F
irstofal
l
, i
t i
simpo rtanttoclar
ifyh e
re(w erefer
redb r
ief ytoth et e
rm inane a
rlie
r
sect
ion)whatiti
sme antb y“ELFm adeinBra
zil
”andwh at
itwou lden comp ass
.Thet erm
wasfrs
tusedb yDubo c(2019)
,and,inhe rv
iew,itrefer
stother ecenttheoriz
ationsand
reconcep
tuali
zat
ionsth a
th aveemergedintheBr a
zi
lianELF-r
elatedscient
ifcprodu c
tion.
Accord
ingtoth a
tpe r
spe c
tive
,E LF
istobecon ceivedindif e
r entonto-epi
stemo log
i ca
l
groundsthat,amongo therthings
,m a
kec entra
lthe in
trinsicrel
a t
ionshipbe tw een
language,poli
tics
,andpow er
,op eningav ery
impo r
tantstreamo fd ia
logu ew i
thth e
Epis
temologiesoftheSou th(
SOU SASAN TOS,2019)andb ridgingEL Fandde colonia
li
ty
(DUBOC2019 ;DUBOC ;SIQU E
IRA,2020).
Ifweob servethecha racterist

icsa t
tribu tedto “E LF made inB r
azil
”
,wecansu relyiden t
ify
somepo in tso fconta ctw iththeso - calledE LF3pha secon ceivedb yJen kins(2015 ),
su cha sthere cognitiono fthed iver se mu ltilingu aln a
tureo fE LFcommun ication,
thec reativityo fthe mu l t
ilingua lE LFu ser
,andce rtainlythee xplorationo fthefu ll
poten t
ialo ftran s
languag ingo rtran slingua lp ractices,especiallywheni tcome sto
con t
ributingtotheadop tiono f mo ref lexible(b i
)mu l
ti
lingualE L Tpedagog ies
.Inhe r
elaboration sandre flection s,Jen kins(2015 )wou ldshowsomepe rsonaldi s
com fort
arguingtha tE LFresearche r satace rtainpo in tseemedtobe inan“E LFbubb le,
”and
wha tw asm issingintha tbubb lew asthep re sen ceo f“otherlanguage s
,or,topu tit
inano therw ay, mult
il
ingua lism.”(JENK INS,2015 ,p.63 ).Neve rthele ss
,aga in,ifthis
bubb lee x
isted(o rst
ille xists)
,no ma tterth isc ri
ticalre f
lect
ion ,itw as(i
s/ha sbeen )
there sultofre searchdeve lopmen tswh ich,a lthoughha vingtra veledthewo rld,we re
(ands til
lare )ap rodu cto faEu ro cen tricep isteme .Thisep is
teme ,asKuma r avadivelu
(2012 ,p.15 )wou ldcon tend ,“symbo lizesW est-orien ted,Cente r-basedknow ledge
system stha t[E LT
]p ractitione r
s inthepe riphe rycoun tr
iestotallydependon .”
Fromwh ath asalreadybeentheo r

i z
edabou t“ELFm adeinBrazi
l
,”oneo fitsimportant
featur
e shastodow iththefactthati
ta s
sume stoha
ve i
tsroots
inde co
loni al
itywhich
,in
broaderterms,seekstop rob
lem at
izetheingra
inedep
istemes,const
ruct
sand imaginar
ies
thatst
illpers
istinthe fo
rmo fdiferenttypesofco
lon
ial
ity
.Asde co
lonia
lityalsoaspi
resto
makeinvis
ibleknow ledgep roduct
ionv i
sib
le(DUBOC;SIQU E
IRA,2020)
,thu slegi
timi
zing
theknow l edg ethate x
ist
sand isb e
ingp roducedonth eothers
id eofth eab y
ssall
ine
(SOU SASAN TOS,2019 )
,w ec ancon c
ludeth aton
tological
ly
,epistemo logical
ly
,and
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|4
1
AR
ES|Ad
van
cedR
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arch
inEng
l
ishS
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esn
º13
ideo
log
ica
l
ly,i
tiss
imply
incompa
tib
letot
ake“E
LFm adeinBra
zi
l”asasequen
ceo
fthe
l
inea
rproce
ssofELFr
esear
chde
velopmen
tproposedbyJen
kins(2015
)
.
Inanu tshe l
l,“E LF m adeinB razi
l”
,a ligned w ith wh atKum aravadivelu(2016 )h as
propo sedaf ewye ar
sago ,cansu relybet akena sap r
imee x ampleo faloc a
lde colon ia
l
optionw ith
inthesomewh atcon sol
id ateda reaso fE LFstudiesandE LTedu cation.A s
morer ese archandthe increaseo fthes cientifcp rodu c
tionunde rsuchano tiona re
sti
llneeded ,wec ansa ythat“ELFm ade inB r a
zil,
”althougha tits
in f
an cy
,ho ld sgre a
t
potentialtocon tributew itharelev antknow ledgep rodu ct
iontothe seando therrelated
felds
,andsu relygu aranteea mo reb a
lan cedgeopo li
ticaldistr
ibut
iono fknow ledge in
thea re a
.An chored inad ynam icsth att akes intocon s
ider a
tionsomea spe ctsalready
present inE LF3,wh a
tseem sto mo veB r az
il
i ans cho la
r s
inth i
scon cernisthech a
llenge
ofde velopingE L
Fre searchinsu chaw a yth atm a kesthemanda l
lstakeholde r
sin volved
morea cu tel
yaw areo fi
s suesrela
tedto ,fo rin stan ce,l
inguisticimpe r
ial
ism ,discourse s
ofcolon i a
li
sm ,n ativespe akerism,thepo l
itic a
le conom yo fE LT
,reclam at
iono flo ca
l
know ledge ,p lur a
listandp luricen t
ricte ache redu cat
ionp rog ram s
,tea cheragen cy
anda ttitude, langu ageandpowe rrelation s
, iden ti
ty,raci
alconf icts
,glob a
l mob i
lity
,
socia
l ju st
ice,and ,certainly
,thed if eren ttype so fco lonia
lity
,thu sappro ximatingthe
ELFphenomenonand itsimplicationstoac rit
ic alandde colonia
lknow ledges ystem
(DUBOC ,2019 ;DUBOC ;SIQUE IRA,2020 ;KUMARAVAD IVELU,2012;ROSA ,2021 )
.
Ithasbeenh a
lfade cadea lread ysinc eJenniferJen kin spubli
shedhe rp aperd i
scu ssing
whatshe foundp rob lem aticinthecu rrenttheo r
izationo fELF
.No tably
,E LFr esea
r chh as
cont
inued initssu c ce
ssfultrajector y
,w ithinv e
stigator sfromdif e
r entp a
rtso fthewo rld
turningth e
ire ye sto i
ssu esand m attersthatc ertainl ycomp r
isedat r ansit
ion a
ls t age
ofl
in ea
rityb etw eenE L F2andE LF3,cle ar
lya s
sum edb yherwh ensh es tatesth at“th e
recon c
ep tual
i zationo fE LFa s‘EL F3’
i se vo
lution a
r yr atherthata m ajorb r
e akw ithp as
t
theoriz
ing ”(JENK IN S,2015 ,p.78 ).How ever
,ap artfromth erem arkable increase inth e
numbe rofwo r ksin vol
vingt rans
l angu aging/trans
lingu alp rac
tic
esandE LF
,w ec ans ayth at
theimp l
i cat
ion sande xpe ctedou tcome softheso -calledEng l
ishasaMu lti
lingu aF r
an ca
(EM F)ph a
sea resomewh a
tun c
le aruptonow .Andth iswho leproce s
sc anbemu chmo re
comp lexint erm so fcon solidat
ion ,e spe c
ial
ly i
f
,fo rin stance
,w eta keintocon s
ide ra
tion
argumen tsb yDubo c(2019 )whensheaf rmsth atther econceptualiza
tionp ropo sedb y
Jenkins(2015 )seem s morelikead iscursivem aneu v ertoupd atethes tudie sinthe l
igh t
ofthere centth eo riza
tion son langu ag e
, mob i
li
t y
,andt ran
sl
ingu al
ism. Ino therwo rds,
thereissti
lla lottocomeou tofth isp rocessino rde rtocon sol
id atetheph aseth ath as
theEM Fno t
iona s i
tsm aineng ine.
W
ith
inthosel
ine sofrea
soning
,i
tseemscle
artousthatdespi
tethe
impo r
t anceo
fJenkins
’
appr
aisa
lofEL FandE LFs
tudie
sinl
ightofi
tsal
legedmu lt
i
lingua
lnaturethat
,according
toher
,hasalw aysbeenpresen
tbutnotsuf c
ient
lyfor
egrounded,
itisa
lsobe cau
seo fit
s
na
tureandint
rinsicf
eatur
estha
t“ELFmadeinBraz
i
l”cannotcla
imtobeanE L
F4phasebu t
a movementth a
t,al
thoughwo rk
ingdia
logic
al
lyw i
thpreviousg
lobalEL Fs
tudie
s,isset
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|4
2
AR
ES|Ad
van
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arch
inEng
l
ishS
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esn
º13
toe xploreandp ropo sed ife

r en
tw aysofhe lp
ingE LTp rof
ession a
ls“genera
tesus
tainable
know ledges ys
t emsth ataresensit
ivetolocalhi
stori
c a
l,pol
iti
c a
l,cultu
ral
,andeducational
exigen c
ies
, [get
ting]aw ayf
romanep is
tem icope r
ationth a
tcon tinuestoins
ti
tut
ion a
lize
th ecoloniali
tyo fEnglish l
angu ageedu c
a t
ion”(KUMARAVAD IV E
LU,2012,p.24)
.Ap art
froma llth
is f
ruit
fulande xc
itingdiscus
sion,iti
simpo rt an
ttom akecleartha
tthe
re isst
il
l
alottoe xploreinEL FstudiesinBrazi
las
, forsure
,thereissti
ll
le sscr
iti
cal
lyandpol
itical
ly-
or
ient edE LFresearchbe ingc ar
riedoutind iferentcon tex
tsinthecoun t
ry
.
5
.2E
LFandp
rofi
cien
cye
xam
s
Profcienc
yasse
ssment
isce
rta
inl
yac
ruc
ia
lque
st
ionwhen
itcome
stoE
LFandE
LT.One
personfromtheaud
iencea
sked
:
I
fwea
retoengag
einE
LF-
sen
si
ti
vet
each
ing
,howdo
estha
tre
fec
tona
sse
ssm
entp
rac
ti
ces
?
Whenw ethinkabou tprof c

iencyexam sands t
and a
rds
,inp art
icu
lar
,theque st
ionm aybe
evenmo red ifcul
ttoan sw er
.One factorofwh i
chw earebo thaw a
reofistha t
inr egard
s
too r
alassessment(ortheo ralpartofprof cienc yexamin a
tions
)thereseem stobemo re
fexib
ili
tywh eni
tcom estodim ensionssu cha saccentandsuppo sedd eviat
ion sfrom
theno rm.E xaminersw eknowh av eto
ldu sth atthereislessandlesse xpectat
ionth at
studentssoundn a
tive-
l
i ke
.Instead,the yha vebeenfo cus
ing moreon intel
ligibi
l
ity.We
arenotsurewhe thertheydefne int e
ll
igibi
li
t yinw aysth a
ta reba
sedonw e
ll
-establi
shed
l
iteratureinf e
ldssu cha swo r
ldEng li
sh esand /orE LF(see,fo
rinstance,SM ITH,1992),
buttheyc erta
inl
yseemtoshowanaw arenessth atcomp aringstudentstospe a
kersof
ReceivedP ronunciat
iono rasuppo sedS tand ardAm ericanaccentisno tth efocusof
thesestand ard
izedtests
.
Weh aveactual
lys eensom e imp actofELF-
r e
latedr e
s earchonaf ew issu esregarding
asse
ssmen tandstand ards
.H ynninen(2014)
,forexamp le,hasshownth a
tthecon st
ru ctof
then a
tivespeakerw as(unt
ilrecently
)verypresentintheCommonEu rope anFramewo r
k
ofReference(CEFR)—wh i
ch isquitepopu l
arina loto fBrazi
liancirc
les— ,e spec
ia
ll yin
termso fl
inguist
icgo als
.H ynninen(2014)sugge stedth attheframewo r kshould mo ve
aw a
yfromn ati
ve-speakerstandardsand “
adoptamo redi v
ers
ifedv iewoflangu ageu sers
”
thatgoesbe yondch a
r ac
ter
izinganL2spe akerasan “e
t ernal
l anguagelearner”(p
.311 )
,or
afai
ledn at
ivespe a
ker.Thiswou ldimplyredesigningtheC EFR,espec
i a
l
ly itsprofc
ien cy
leveldescr
iptors
,and /orcreat
inga lt
ernat
iveframewo rks
,p art
icula
rlyatlo ca
lleve
ls.
Itseem stha
ttheC EFRhassinceadvanced
insomew ay
s(notne ce
ssa
ri
lyb asedonE LF
resear
ch,butcer
tain
lyinaccord
an cewi
thre
latedl
ite
rature
).
Its2020update
,forexample
,
state
sth a
tthecomp ar
isonofnon -na
tiv
eton a
tivespeaker
sh asbeenrev
ised
, “becau
se
thiste
rm[n at
ivespeaker
]h a
sbe comecontrove
rs
i a
lsincetheC E
FRw a
sf rs
tpub l
ished”
(p.24)
.L a
ter
inthedo cumen twefndthefollow
ings ta
temen t
:
Itshouldbeempha
sisedth
atthetop
leve
lintheCEFRs
cheme,C2,h
asno
rel
ationwhat
soe
verwithwhat
issomet
imesre
fer
redtoa
stheper
forman
ce
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3
AR
ES|Ad
van
cedR
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arch
inEng
l
ishS
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esn
º13
ofanidea
li
sed“na
tivespe
a ke
r”
,ora“we
l
l-educa
tednati
vespe
aker”ora“nea
r
nat
ivespeake
r”
.Suchconceptswereno
ttakenasapointo
fre
ferencedur
ing
thede ve
lopmento ftheleve
lsorthedescr
ipto
rs(COUNCILO FEUROP E,
2020,p.37
).
Infact,LeungandJen kins(2020 )argueth attheC EFRh asshownsomead vances,

ma
inlyb yaddingthecon ceptof mult
ilingu al mediat
ion—wh i
chr efe
rsto“ asocia
land
cul
tura
lp rocessofcreat
ingcond it
ionsfo rcommun icationandcoope rat
ion,f a
cingand
hopeful
lyd efus
ingan yd e
l
i catesi
tuation sandt ens
ion sth a
tm a yari
se”(COUNC ILO F
EUROP E,2018,p.106 )
.How e v
er,theau tho rssti
llsugg e s
tthat“thatthere i
sroomfo r
morefe x
iblereckoningo fm ed
i at
iontoa llowfo rsitu a
t edlanguag esensibi
lit
iesand
pra
ctic
esind is
courseinteract
ion”(LEUNG ;J ENKIN S
,2020 ,p.26)
,wh ichwouldbemo rein
a
lignmen twithEL F
.Wh atw esee,then
, isthatE LF-re
lateda rea
sh aveli
kelyhadan imp a c
t
onunde rs
tandingso fprofciencyanda ssessmen t,butth atthere
iss t
il
laloto froom for
deve
lopmen ts
inthissen se
.Onec ruc
i alimp rov ement,froma loc a
lpe r
spe ct
ive,wou ld
beconstruct
ingo therf
r amewo rks,basedons ituatedcon texts
.
Anothe rissueinwh ichw eseetheneed fo

rde velopmen trega
rd sthea ctualadoptionof
certa
int estsande xam sinspe cif ccontex
ts.Ase xplainedb yC anagara
j ah(2006)
,t es
ting
agen c
ie s(part
icula
rlythoseininne rci
rclesett
ings)needtobec learerinlet
tingtesttakers
andedu cationalin
st
itutionsknowth atthei
rt e
stsarede signedforspe c
if cpurpose s
,and
notfora ssessingone’s“comp rehen s
iveEng l
ishab i
li
ty ”(p.235) —wh ateverthatm aybe.
Intu rn,edu c a
tiona
linsti
tution s“shouldbec autious in inte
rpr e
tingther esult
so fthese
testsa sshow ingon e
’sprof c
ien cyinth elangu age”(p .235)
.W eh aves eenthistyp eof
interp re
t at
ion inBr a
zi
l,wh e
r eth eTO EFLand IELTS,fo rexamp le
,h a veb eenu sedfor
purpo sesth atgobe yondtho sefo rwhichthe yw erede signed.In fac
t,thev eryadop t
ion
oftheC EFR insomeB r
azil
iancirclesi
sinneedo fd is
cus sion,asi
tm aybeseena sacolonia
l
andnon criti
c a
lchoice.Anaw ar enes
so fEL Fcanh elpu sinb eing mor eaw areofth ese
typeso fissue ssoastoa voidp roblem sfo
rin s
ti
tu t
ion sande xam inees(H aus
,2021 )
.
5
.3E
LFandt
each
eredu
cat
ion
Duringth eApp l
iedLinguis
tic
sQ&A e vent
,w ewereaskedabou tthew aysinwhichE LF
canbe implemen tedw i
thinin-serv
ic eteachereducat
ion.W ew anttobeg inansw er
ing
thisque stionb ys a
yingth a
tw efeelE LFandr ela
tedf ramewo rksneedtope rme ate
tea cheredu cat
iona sawho leind ife r
entd imens
ion sino rderforittob eef ect
ive.
In
somecon texts
,therem aybe mo reroom forchangesinthisreg a
rd.Thenewcu rr
iculum
forL e
tras
-InglêsatU FPR
,forinstance,doe sseemtop r e
sen tquitealo tofspaceforELF-
relatedque s
tions,asw eh ave men t
ioned .Thecu r
riculumw a
sno tbaseduponE LF,
nordo es
itgu a
ranteethatE LF
- sens
itivep erspe
ctiv
e swil
lb ep resen t
,bu tdi
scipl
ines
l
ike InglêsnaCon temporan e
idad e
,Forma çãod eP
rofessore
semT empo sd eGlobal
ização,
L
ínguaeG lobal
ização,In
tercu
ltural
idad e
,Cu
lturaeEns
inod eLínguasEstrangei
rasMod e
rnas
andL etram entoCrí
ticoeMu l
ti
letram entos,to ment
ionaf ew,m a
yb eproductive
lyand
inno vat
iv e
lyadd res
sedinE LF-
aw a
rew ay
s.
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rdoH
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izd
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i
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iqu
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|4
4
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
Curr
i culumch ange ,how ev er
,isne vereas y
,no rdoesi
tne c essa
rilyaf ectin-
serviceteacher
edu c ation.Thisi swh yw ef e e
lth atoth erini
tiat
ives— su cha sh and s
-onwo rkshop s,in-
hou sesem inars
,p resentation s
,oppo r
tun i
tiesforpost-gradu a
t eedu cat
ionandthe like—
areal so impo r
t antforE LFaw arene ss
,e spe c
ial
lyinthec a seo fin-se rvi
c eteachers
.Wh atis
perh ap se ven mo reimpo rt ant inthisc aseisth a
ttheun iv e
r s
ityshou ldtrytoe stablisha
c
lo ser ela
tionshipw itht eache r sfromanumbe rofdif eren tcon t exts— andth att e
a cher
edu c atorsshou ldalsobew i
llingtohe a rtheset e
ache rsabou tthe irpe rspect
i v
e sonE LF
andonp ract
icesth atthey feelm a ywor kw el
lintheirownwo r kse tt
ing s
.W ethinkth a
tit
isal so impo rtantfortho seo fu swhowo r kwithELFtokeep in m indth atou rgo al
isno t
top r e achtot ea chersinsu chaw ayastocon ve
rtth emtoth in klikew edo( seeB LAIR,
2017 ),bu trathertoeng age ind iscuss
ion sthatarerelev ant forthe irowncon texts
,b ased
onther ea
lit
ieso ftheEng l
i shl angu ageincon tempor arytime s.Anumbe rofboo k
-length
volume sasw e
lla sarti
clesandch apter
sh avebeenw rit
t en inth isr egard,andw esugge st
peop lewhoa reinterestedto loo kforsomeo fthis
li
ter a
tu re (e
.g.,BA YYURT;ACKAN ,2015;
G
IM EN EZe tal.
,2011 ,2018 ;MA T
SUDA ,2012 ,2017;S IFAK IS;T SAN TILA,2019 ,etc.
).
5
.4Own
ersh
ipo
fEng
l
ishandth
ena
ti
ve-nonn
at
ived
icho
tom
y
Asw earguedatth ebeginningo fthech apter,theunp re
cedent edg lob a
lsp readofEngl
ish
hastakenforgrantednotionsabou t
langu ag eand languagete aching ,
in c
ludinglanguage
own e
rship
.Iti
sg enera
ll
ya ssum ed tha
tn at
i vesp ea
k e
rsownth eirmo thertongu es—i
.e.
,tha
t
theyaretheon eswhoh avethefn a
lwo rdinr egardto“a
cceptab
l e/acc epted”commun ic
at
ion
in“the
ir”l
angu ages
,and thatthe yarethec au s
ersofchangesin them .Y e
t,wh enw etaketh
e
exampl eofEngl
isha salangu ag ethath asgon eb eyondwh atth eirn at
i v
esp eaker
scould
haveev e
rim ag
in edinterm soflangu ag epra c
ticesandlangu ag ech ang e
,thiscommon ly
he
ldb el
i e
fisheavi
lysha ken.Ase xpla
in edb yW iddow son(1994,p .385 )
:
Itisa matte
ro fconside
r ablepr
id eandsati
sfac
tionfornat
ivespea
kersof
Engli
shth a
tth e
irlanguag eisaninternat
ionalm eansofcommunica
tion
.
Butthepointisthatiti
son lyint
ern a
tiona
ltothee xt
entthat
itisno
tthei
r
langu age
.Iti
sno tapo ss e
ssionwh i
chth eyle
aseou ttoothe
rs
,whilest
i
ll
reta
iningthefreehold
.O therpeoplea c
tua
llyown i
t.
Infa ct
,thev e
ryno t
ionso fowne r
shipandn at
ive/nonn ativespe akersm a ybe (andh ave
been)que st
ioned.Int e
rm softhen at
iv e
/nonn a
tivedi chotom y,acompe ll
inga rgumen t
thatp roblem at
izesi
tisthattheconstructs“nat
ive”and “nonn at
iv e
”o f
tenr edu cespe aker
s’
identitiestothisbinarycond i
tion(seeFA EZ,2011). Me anwhile,spe akerscon structand
nego t
i atetheirown m eaningsand id ent
ities
inanumb erofcomp lex,d yn ami cw ays
,
ratherth anintermsoff xednotions
.The ideaofowne rship,inturn,m a
ybep roblem at
i z
ed
bytheB a kh
tinianunde r
standingth atw ebo r
rowthewo rdsand ideaso fo thersinou r
d
iscou rsesand languages(BAKH T
IN,1981).Inaddit
ion,theno tiono fown ingsome th
ing (a
p
ie ceof l
and,anob jectoralanguage,forthatm a
tter
)c anbet racedb a
cktoaco lonia
llogic
(LEE;A LVAR EZ,2020)
,wh ichh asa
lsobeenv as
tlyque st
ioned .A sLeeandA lv arez(2020)
explain,wh i
l eown ersh
ipc anb eapow e
rfulconstructin m an ysituat
ion s—e sp e
cial
ly
Howc
Edua
anw
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rdoH
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.D
ea
chEng
in
izd
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i
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iqu
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|4
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AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
inrega
rdstoempower
ing m
inor
it
izedg roup
s,which,inourview
,inc
ludenonnat
ive
speake
rs—“weneedtobeca
refu
lno ttob ecaugh
t inthe monol
ingua
landcolon
ial
con
c ep
tua
li
zat
iono
flangu
ageownershipandart
icu
latenes
s”(p
.270)
.
Whatisperhapsmo stimpo rtantforusinth

ischap teri sthefactth atnotionsofowne rsh
ip
(whencon cep tu a
l
ized incolonial
,mono l
ingualw ays)andn a
tive/nonn at
i v
espe ake
rsh ave
ast
rong imp acton langu agetea ch
ing.Nonnativ eEng lish-
spe akingt eachershaveo f
ten
suferedfromd iscr
im inatorypr act
icesandis
sue s l
i kethe ‘
impo sto rsyndrome’(BERNA T
,
2008)inanumbe rofcon t ext
s,in c
lud
ingBrazl.The
i 6
searem ainl ycausedb yd i
scourses
thatde va
luethe irstatusa sleg
itim at
espeakersandt e a
chersofEng l
ish.ELFandr ela
ted
areascancon tributetode construct
ingthe mono lithic, monol
ingu alunde r
standingsof
theseno t
ion s
,wh ichc anbev e
r yempow er
ing fort e achers(
seeL LURDA ,2004,formo re
)
.
Wethusinvi
t ere aderstole a
rnmo reaboutthesei ssue s,asw efeelsu chlearn
ingm aybe
l
iber a
tingin m an yw ays
.
5
.5E
LFandth
eBNCC
Muchh asb eend iscuss edabou tth epres enceo fth econc eptofE LFinth eBNCC (BRA S
IL
,
2017)
.A taf rstglan ce
,w es eeth atd ec
isiona sapo si
tive mov em ent.How eve
r
,ag a
in,asit
hasb eenv e
rycommona longth ey ear
s,E LFimp li
c at
ionstow ard sE LTh a vealw aysb eena
mat
t e
ro fcontroversy.Inth ec aseofth eBNCC ,th ed ebate
spo intingou td iscrepan c
i e
sand
incong ruenc esb e
tw eenp rinciplesandp ra c
tic a
l
itiesha vestart eddu ringth ep roc es
sof
cr
it
icalreviews,th a
t i
s,b eforeth epub licat
iono fth efn a
lv er
sion,andcon tinueun t
iltod ay
.
Forinstance
,Dubo c( 201 9
)w a
son eo fth efrstau thorstoc al
la ttentiontoth em ism atch
betw eenth eintrodu ctor yte x
t,wh ichcon s
id ersth esocialandpo l
iticalfun ctiono fth e
langu age
,articulat
ingE LFw ithth eideao falingu i
sticedu ca
tion forint e
r cultura
lity
,and the
d
id ac
ticcharts,whi chob jective
l yorg ani
z etheth em a
ti
cun it
s.Inh e
ran a
l ysis
,sh econt ends
that“thech a
rtso rd e
r edb yy ear
,p arado x
i ca
l
l y
,po inttosom einf exibi
lity inth edispo sa
lof
contents— a
lthough th edo cum ent tendstoaf liatetoasp ira
ledcu r
riculard e
sign—e choing
anupd a
tedd iscoursewh ichd isguiseslangu ag econ tentstradi
tion al
lyt augh tina logicof
l
in ea
rityandh ierachiz a
tion (
Simpl ePresentin6 y
th
e ar>S
imp lePa stin7 y
th
e a
r> Futureforms
in8 y
th
ea
r)
7
”(DUBOC ,2 01 9
,p.1 7)
.
Iti
swith
inth
islineofthoughtthatw eagreewithDubo c
(2019
)
,Dubo candSique
ira(2020
),
G
im enezandSiqu ei
ra(2021
)andRo sa(2021
)wh entheyafrmthatth
iscri
tic
alan a
lys
is
showsanepis
temo logica
lconfi
ctth a
tissure
lye v
identwhenweconside
rtheco-presenc
e
ofast
andard
ized,top-downcurr
iculumonon eside
,andafuid
,hyb
rid
,em ergen
tnotionof
languageontheo ther
.Andthenth echa
llengeis
:Howc anwedea
lwiththeconfic
t?Dubo c
6
AccordingtoBernat(2008
,p.1)
,theimpos
torsynd
romeis“char
act
e r
izedbyfee
l
ingso
fin
adequacy
,
pe
rsonalinauthen
tic
ityorfr
audu
lenc
e,se
lf
-doubt
,lowse
lf
-ef
fi
c a
cybelie
fs,andsomet
ime
sgene
ral
ized
anx
iet
y.”
7
Or
igina
l inPo
rtuguese:
“[
..
.]a
indaqueodocumentosecoloqueafe
itoaumdesenhocur
ricu
laresp
ira
lado
–umd is
cu r
soatua
lizadoquec amu
flacon
teúdo
sdelíngu at
radi
cionalmen
teens
inadosnum alóg
icade
l
ine
raridadeehie
rarquiza
ção(
Simp
lepre
sen
tno6 °ano>SimplePa
stno7 °ano>Fu
tureF
orm sno8°ano)
.”
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|4
6
AR
ES|Ad
van
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arch
inEng
l
ishS
eri
esn
º13
andSiqueira(2020 )sh edsom eligh tonth i

sb yadvocatinganemb r acingatt
itudetow ard s
theconfictas forth em,w ith
inth iswho leprocessi
tise xt
rem e
l yimpo r
tanttoinvestinth e
“te
ach er
’sag entivec apa c
ityint ransformingandpo t ent
ial
lyr eth
in k
ing m a
instreamE LT
or
ientat
ion s
”(p.319 )
.Inp rac
ticalterm s
,th e
ywou ldaddth a
tift each er
sp ayjus
ticetoth e
int
rodu c
to ryp ar
to fth eBNCCand iftheyh avetheoppo rtuni
t ytoa c c
essand lea
rnabou t
therecentE LFth eorizat
ion s
,e sp ec
ial
lytho seaddressedb y“EL Fm adeinBr az
i
l”scholars,
“the
ycou ldpu tintopr ac
ticen ew [andinno va
tive
]w aysofteachingEng l
ishthatwould f
a vor
adecolonialpersp ect
iv e
inth e[E LT
]c la
ssroom”(DUBOC ;SIQU E
IRA ,2020 ,p
.320 )
.How ever
,
ifte
ach e
r saref a
ithfultoth eresto fthedo cum ent
,inwh ichsom e langu ageconten t
sa re
l
inearlyandob ject
ivelyp resc
rib edandd isposed,theyw i
llsurelyendupt e
a ch
ingEng l
i sh
inthes am eoldcon ventionalw ays.Th a
tis
,th eywil
ln atu
ral
lyr em ains a
feinth e
ircom fort
zonesw i
thinth ebound ariesofE FLp remisesandp rac
tices
.
In manyw a
ys,thisgoe
salongw ithwh atLim a,S áv
ioandRo s so(2020
)rai
sewhenthe y
arguetha
ttheintroduc
tionoftheE LFcon c
ep tintheBNCC isno tju
sta merechange in
termino
logy
.Onth econtra
ry
,forth eseautho rs
,“wh atseem stob easimpleal
t e
ration
innom encla
tureh asprovokedconsiderablech angesinthew aythedevelopm entof
this
languagetakespla
c e
,dem andingfromt e achersa morea ccura
teknowledgeo fthe
concept
,butalsoofthe
irped agogi
calviewtow ardsthecurr
icu la
rcomponen t[
Eng l
ish]
andthereth
inkingofthei
rw aysofteaching” (p
8
.270 )
.
A
ll ina ll
,w edoth in kth atth erea r er eason stoc elebrateth ee xplic
itinsertiono fth e
con cep tofE LFintheBNCCde sp
it ethep a
r ado xesandconf ic
tsth atw eh a
veen countered
andw ew i
llen coun terasth iswho lep roce s
sun foldsalongthey ears
.Forsur e
,thet erm
EL Fstillcau sessom ee s
trang em enttoa loto fp racti
tioners,bu tth eyaretob e
in v
ited
ands t
imu lat edtoh av ea mo rea ct
i v eroleinthe imp lemen tationo fwh atthedo cumen t
pre coni z
escon ce
rningEng lisht ea ching inthed iferentandd iverseB ra
zi
liancon texts
.
Th atiswh y
,a longw ithwh atse ver alr esearche rsa cknowledge , mo rethane v ertherole
oft ea cheredu cat
ion isc rucial
inth isend ea vor.W edound erstandth atitt akestim e
forth i stransit
ionf romE F
LtoE LFtoh app en ,andwh ileth edo cum entm atures
,and
ma ybe late
rgoe sunde rsomet ypeo fr e v
is
ion ,inap ract
icalw ay,w econ s
idersugge st
ing
th ep r ev
iou slyci
ted ‘with/w i
thin’app roachto linkingE LFw ithE FL(S
IFAKIS;T SAN TILA
,
2019 ).Ther ationalebeh indth isi sth atwh ileapp r ec
iatingther e
levanceo fE LFfor
re al
isticint erac
tions involvingsp ea kersfromd iferentlingu aculturalbac kground s,i
t
a
l soa c know ledgesthev erye xten siv er e
se archcondu ctedunde rtheE FLlabe land “the
corr espond ingtraditionth atthisr ese archh asengende redint erm sofped agog y
,cou r
se
de s
ignanda sses
sm ent”(SIFAKIS;T SAN T
ILA,2019 ,p .5)
.A sE LFr esearcherswo rk
ing in
Bra z
il
,w em ayw e
lltarge tthep ropo s a
lp lacedb you rG reekco l
le agues,buten vi
sioning
ane xp ans
iona sw econ tendth atth roughaso l
idands ystem aticin ve
stmen tint eacher
8
Or
igin
alinPo r
tuguese
:“[
..
.]oque parec
eserum asimplesal
tera
ção denomen cl
atu
raapresen
tou
cons
ideráv
eis mudanç
asno modocomosee fe
tivaode senvo
lv
imentode s
tal
íngua,demandandodos
pro
fesso
resdaáreaumconhe c
imentomai
sacur
adon ãoapenasdoconcei
to,masdeseuolh
arpedagóg
ico
par
aocomponen tecurr
icu
lareorepen
sardesuasfo
rm a
sdeen s
inar
.
”
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7
AR
ES|Ad
van
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esn
º13
educ
ation,EL
Tp ra
cti
cescanful
lyrefe
cttheknowledgeproducedunde
rthe
“ELFmade
inBra
zil
”perspect
ive
,disp
lacingthes
ti
llco
loni
algloba
lNo r
th-gene
rat
edprem
ise
sand
pr
act
icesinthelongrun
.
6
.Con
clud
ingr
ema
rks
Asstated,thi
sch apteraimedtor espondandd iscu
sstheque st
ionthatw aspo sedtou s for
theon linesemin arAppl
iedLingu i
st
icsQ&AS es
sions.W etrul
yhopeth a
tw eh aveattained
suchago a
lasw eknowthedeb ateoverELFanditsde v
elopmen t
sand imp l
i c
ationss t
il
l
lead sto innum erou scon t
ro v
ersiesamongs cholars
,res e
archer
s,t each e
r s
,ando th e
r
stakeho lder
sdir e
c t
lyorind i
r e
ctlyinvolv
edinEng l
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lthough t
inPauloF re
ire
’swritingswh enh em entionswhath ec a
l
lsth e‘wordwo r
ld’asaw ayto
h
ighlighttheinte
rconn e
ctionb e
tw eentheworldaroundu sandth ew ayw einte
rp re
t
whatw eread
.A c
cordingtoF rei
re,
“[r
]eadingtheworldp recedesreadingthewo rd
;thu s
,
read
ingth ewordc annotdow i
thoutr ead
ingthewo rldfr st
.Langu ageandr ea
li
t yare
dynamic.Underst
and ingthet ex
tthroughc r
it
ica
lreading imp l
iesthepercept
iono fthe
re
lat
ion sh
ipsbetw eenthet e
xtanditscon t
ext
”(FREIRE,1987,p.11-12;m ytr
an s
lat
ion).
1
For mo
rein
format
iononpo s
sib
le mean
ingso
f‘cr
it
ica
l’
,ple
asecheckTÍL
IO,R.Ens
inocrí
ticodel
íngu a
:
a
fina
loqueéensin
arcr
it
icamente
.In
:JESUS
,D.M.de;ZOL
IN-VESZ
,F.
;CARBON I
ERI
,D.(Org
.
).Perspe
ctivas
c
rít
icasnoens
inodelíngua
s:no vo
ssent
idosp
araaesco
la.Campina
s:Ponte
sEdi
tores
,2017.p
.19-31.
2
Thewo
rdso
ftheWo
rdC
loudw
i
llbef
ir
stc
ited
ini
tal
ics
inthet
extfo
rthes
akeo
fea
syiden
ti
fi
cat
ion
.
D
e
A
l
v
e
e
lop
s
s
ingc
and
r
ri
t
ic
aCou
a
t
l
languag
inhoFern
eedu
and e
s
ca
t
ionw
i
thmu
l
ti
li
ter
aci
esin
thec
ont
exto
fin
i
tia
ltea
che
redu
cat
ion
.
..
|5
5
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
F
rei
re
’snar
rat
iveonhowhecametor
e adthe
‘wordwo
rld
’i
spu
repoe
try
.Hes
ayshesee
s
h
imsel
finthehousewhe
rehewasborninRec
ife
,
surroundedb ytrees,someo fthema siftheyw erepeop le

,gi venthein t
im ac
y
betw eenu s[… ]Th eoldhou se,i
tsb ed room s,
itsh a
ll,
itsattic
, i
tsterrac e—
my mo ther’
sm a
idenh a
irferns[… ]allth isw asm yf r
stwo r
ld.In itIcraw led,
babb led,frststoodup ,w a
lked,spo ke.A sam a
tteroffact
,th a
tspe c
ialwo rld
wasthewo r
ldo fm yperc eptiv
ea cti
vit y
,andbe causeofthisitw asthewo rld
ofm yfrstre ading s
.The“ t ex
ts”
,the“wo rds”
,the“letter
s”ofth atcon text– in
who sepe rception Ie xper
imen t edm ysel
f,andthemo reIdid i
t,themo rem y
cap aci
tytope rc e
iv ede veloped—m ateria
lizedinase r
ieso fthing s
,ob jects
,
s
ign s,Iwou ldunde rstandand learna sIinte
ra c
tedw ithm yolde rs
iblingsand
w
ith m yp a
r ents.
[… ]Th a
tcon t ex
t— th eon eofm y imm ediatewo r
ld— ,on
theo therh and ,includedthe l
angu ageo ftheelder
l ypeople,e xpres
singthe ir
be
liefs,l
ikes
, fears,values.Allth
i sconne ctedtow idercon t
extsth anth a
to fm y
immed iatewo rld;con textsofwho see xis
ten ceIcouldno tsu spect
.( FR E
IRE,
1987,p .13-14 ;m ytr ans
lation)
Asw ecansee,fo rF re
ire
,r eadingthe‘wordworld’i
sad ynam i
cp ro ces
s,inthesenseth a
t
asw eha venewe xp e
rien c
e s
,ourp e
rcept
ion sandth ew ayw er eadth ewo rdch ange,
anda lsointhesen sethatou rimmed ia
tewo r
ld istosomee x
ten talsoshapedb yo ther
worldsth a
tw e indir ec
tlyab sorbby meansofthebe liefs
,l
ikes/disl
ike s
,fear
sandv a
lues
ofth ep eoplew eg etintou chw i
thinou r
lives.The mo rew ere adth ewo r
ld,the mo r
e
resou rcesw eh av etore adthewo rd.But
,ther eis moretoit:Re adingthe‘wo rdworld
’is
a
l soaw ayofre adingone se
lf,andthi
sisemph a s
izedb yMene z
e sdeSou za
(2019)when
heh ighl
igh t
sthe impo rtanc eof
‘re
adingyourselfreading’.A
3
cco rdingtotheautho r
,the
practiceof‘readingyou rsel
fr ead
ing’
involvescon s
t ant
lyqu est
ion ingth ew ayw eread
wh a
t ispresentedtou s.
Theactionsofqu est
ioningand dena
turali
zing,b ythew ay
,areo therkeyideasinou rwo rd
c
loud.InaY ou Tubev ideo inwh ichhed iscus
se swh atheunde rst andsbyCri
ticalLi
ter acy
(CL)
,AllanLuke (online)a
4
rgue stha
tC Lrefer
stoana tt
itudeofs keptic
ismtow ardstextsas
we
llastoana tti
tudeo fque s
tioningandden atural
izingthew aythewo r
ldisrepresent ed
.
Thus
,be ingcr
i t
icalalsor equir
e sunde r
standingth atknow ledge issi
tuated
;thepe rson a
l
be
lief
s,v a
lues
, ideolog y
,e xperiences, mot
ivations,e tc
.oftheau thorofat e
xt af
5
e ctthe
waytheyr ep
resentth ings,‘
facts
’,people
,andthewo rld ingener a
l;li
kewise
, th esoc
ialand
h
istor
icaldimen s
ionsinwh i
chtheau thorofat e
xtisin se
rtedina lsoaf e
cthowme anings
arecon s
tructed.Allthisimp l
ie sunde r
standingth atthet ext
sw esee,readand lis
t ento
onad ai
lyb as
isa reno thingbu tcon st
ru c
tions
,r epre senta
tions;the yarenotneu tr
aland
theyar enotequ ivalenttothet ru
th;therefore,theyc anbech allenged.
3
Ali
ter
alt
ran
sla
tionoftheexp
res
sion
“le
r-se
lendo
”byMene
zesdeSou
za(M
ENEZ
ESD
ESOUZA
;MART
INEZ
;
D
INIZDEFIGU
EIREDO,2019,p
.19)
4
A
vai
lab
lea
t:h
ttp
s:
//www
.you
tube
.com
/wa
tch
?v=UnWdAR
ykd
cw&
t=22
s.A
cce
sson
:Aug
.27
,2021
.
5
T
ext
isunde
rstoodhe
reinaw
idesen
se;
image
sand mo
vie
sar
eal
sot
akena
ste
xts
.
D
e
A
l
v
e
e
lop
s
s
ingc
and
r
ri
t
ic
aCou
a
t
l
languag
inhoFern
eedu
and e
s
ca
t
ionw
i
thmu
l
ti
li
ter
aci
esin
thec
ont
exto
fin
i
tia
ltea
che
redu
cat
ion
.
..
|5
6
AR
ES|Ad
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cedR
ese
arch
inEng
l
ishS
eri
esn
º13
Andhe rew egettoone mo rewo rdofthewo rdcloud

:Tran
sformation.Readingone sel
f
reading ,re ad
ingthe ‘wo rdworld’
,unde r
standingthat wecana c
cessno thingbu t
repr
e sent a
tionsof‘
fac
ts’ande v
en t
s,andconcei
vingtha
tknowledgeissi
tuatedcon t
ribute
tothede velopmen tofa morerefexivepos
turethatcanpotent
ia
llyleadpeop letosee k
thetr ansformationofthei
rwo rld
.F re
irewri
tesabouthowr efect
ion motivatespeop le
tothin kabou talte
rnat
ivestotheirrea
lit
yandtoth in
kabouthowthe ycantransform i
t:
Infaceo fr ea
l
ity
,m anrefec
ts.M antendstoc aptur
ear ea
li
ty,m akingitthe
objectofh isknowledge
.H eassum esthepo stureofacogniz an
tb eingo f
acogn izableobject
.This
isprop erofallm enandno tap r
ivi
l egeofsom e
(the
r e
fore,therefex
iveconsc
ienceshouldb est
imulated
;g e
tt
ings tudentsto
refectabou tthei
rownr e
al
ity
).Forwh en manund er
standshi
sr ea
lity
,hec an
rai
seh ypo these
saboutthechal
lengeo fthi
sre a
l
ityandsearchforsolut
ion s
.
Thus,h ecantransfo
rm i
tandw ithhiswo rkhec ancrea
tehisownwo r
ld:A
wor
ldo fhisownando fhi
scir
cum stan
c e
s.(FRE
IRE,2014
,p.38;m ytr
an s
lat
ion)
Soc
ialact
ionand agencya reotherimportante
lemen t
so fbeingcri
tica
l.Acrit
icalat
ti
tude
potent
ial
ly mo vesustosome leve
lo fsoc
ialact
ionandagen cy;thereisnor ec
ipea sto
howw eshou ldbeh aveortowh atw eshou
lddo ;how e
ver,oncew erecognizethetension
be
tw eenhowthewo r
ldisp re
sentedtous,withal
lsor
tsofp re
judiceandinequ a
lit
ies
,and
ourpersonalvaluesinterm sofwh a
ta mor eju
stwo r
ldwou ldbe l
ike,i
tbe come salmost
impo s
siblenotto fee
llikeoneneed stodosome thing
.Fo rus,educators
,thistens
ion i
sa
fr
equen tcomp anioninthecho ice
sw em akeregard
inghoww eapproachdif e
renttopics
andtheme sinou rclasses
.A ccord
ingtoG regoryandC ahi
ll(2009)
,w eshouldde alw i
th
th
isten s
ioninou rclassesins
t e
ado favo
idingit
:
Ifw echoo setor ejectthistensionandno tengageinbeg inningtoque st

ion,
th enw ecomm itour se
lv e
stoth epu rpo seofschooling(App le,2004 )
.W e
becomecomp li
citinpe rpe tuatingthedom inantideolog y
;emp loyinga
ban k
ingcon cepto fedu c a
tionth aten ablesu s
,throughou rin s
truction,to
con f
ertheknow ledgew eh avetotho se lessknowledge abledisavowingthe
fund sofknow ledgeth atou rstudentsb r
ingw iththem (F
r e
ire
,1970;Gon za
lez,
Mol
l&Am anti
,2005 ).B yemb rac
ingsu char educt
ionist
iccou r
seo fa ct
ion,
wea recons cr
ip t
ingth e“id ent
ityk i
ts”ofou rstudents
,m emb e
rshipw ithin
ag roupo fp eopl ewhoh ave“al
l eg
ian ceto,a c
cessto,andp art
icipationin
sp ec
ifcp ract
i ces”th a
tconn ectth ema sagroup(Ge e
,1992 ,2001 ,p.105)
.
Suchcon scriptionallow sou rstudentsandou rsel
v e
stor em ainblindtothe
injust
icesth atsurroundu s
.(GR EGORY ;CAH ILL
,2009,p.8 )
One las
ta spect
Iwou ldliketoh ighlightinth ew a
yIcon ce
iv eth ewo rdcrit
ica
l i
sth e
und ers
tandingth a
tou rwo rldisdiv e
rsein m anydif erentlev e
ls
,r egardingp eople
’s
race s
,genderidenti
ties
,ethn ic
it
ies
,so c
ialclasses
,fam i
lies
,e xperiences,bel
iefs
,v a
lues
,
etc
.;th e
refo
re,beingcri
ticalalsoimp l
iesac c
ep t
ingth atdiferenceand di
ssenta repar
t
ofou rwo r
ldand it
isu se
l e
ss,ande venh a
rm ful
,tot rytod en ythem .Pow errela
tions
arecon stan
tlychanginga sdif e
rentp er
sp ect
ivesclashinstrugg lesforv a
lida
tionand
exp ans
ion.Be
ingc r
it
ica
lin c
lude sbeingaw areofthedif eren
td iscourses
,ideologie
sand
repr e
sentat
ionsbeingdissem inat
ed inspecifcsoci
al-his
tori
calmomen ts
,andr efect
ing
D
e
A
l
v
e
e
lop
s
s
ingc
and
r
ri
t
ic
aCou
a
t
l
languag
inhoFern
eedu
and e
s
ca
t
ionw
i
thmu
l
ti
li
ter
aci
esin
thec
ont
exto
fin
i
tia
ltea
che
redu
cat
ion
.
..
|5
7
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
abouthowtheyaf ec
tpeop
le’sl
ivesingene
ralandone’sl
ife mo
respecif
c a
l
ly.Wehave
tofndw a
ystocopewithd
issentandtodealwiththosewhoa redif
erentf
romu s
;th
is
iscerta
inl
ychal
lenging
,butn eve
rthele
ssnecessa
ryinourg rowing mu
lti
cul
tur
aland
mul
ti
lingua
lsoc
iety
.
Atth
ispoint
,havinghopefu
llyc
lar
ifedwha
tIunders
tandbythea
ttr
ibutecr
it
ica
l,Ibel
ieve
thatIcansayth a
tacri
tica
llanguageeducat
ioni
sonethatsyn
thesi
zesal
lthedif e
rent
nuancesofthewo rdc
ri
tica
lIhavejus
tmentioned
.Neve
rthe
less
,Iwil
lbr
iefysumm a
riz
e
whatIconceiv
ea sacri
tica
llanguageedu
cationbycen
tra
liz
ing mycommen t
sa round
theideaofdivers
ity
.
F
irstofal
l,ac ri
ticallanguageedu c a
tionisoneth atw e
lcome sthecon st
itut
ivedivers
ityof
students
,unde rs
t andingth a
tthereisnosu chathingasahomogenou sg roupofstudents
,
nei
therlingui s
tical
l ynorcu l
tura
l
l yspeaking.Even i
fw eh avestuden t
swhow erebo rnin
thes am ecoun t
ry,sp eakth esam elangu age
,b elongtoth es am eag erange,andh ave
beene xpo sedtos im i
larpr ev
iousschoolknow ledge,w ew i
llne verhav eahomogenou s
group,forhe terogene it
yi scons
titut
ive
:S tudentsh avediferentl
ingu i
sticbackground s
,
the ya
r einfuen cedb ytheirfam
ilies
’beliefsandp rac
tic
e s
,andthe yareaf e
ctedb ythei
r
l
i v
ingcond i
tions,b ythed ife
rentli
feexpe r
iencestheyh aveh adandb ya l
lsor
tsofstimuli
the yhav eb eene xposedto inth e
irl
ives.Intim esofin
t ensem igrat
ion mo vem ents
,in
whichith asbe come mo reand mo recommontoh avem ig
r antstudentsinou rc
lasses,
welcomingd i v
e r
sityise ven morecrucia
l
.
Con s
ider
ingthatdive
rs
ityiscon s
ti
tutive,acri
tic
allanguag eedu c
ationshouldv alue
students
’prev
iousknowledgeandshou ldopensp a
ceforstudent
stovo icethei
rpo in
ts
ofview,the
irper
spect
ivesandtheiropinionsonwh atisbeingdiscussedinclas
s.There
isnodoub ttha
tthi
scanbequ itecha
llenging
,andsomet eache
rsm aynot fee
lconfdent
enoughonhowtoc reatearespect
fulatmo spheretod e
alw i
thdif e
r en
c eandd i
ssent
intheircla
sses
.How eve
r,asw ehaveseen ,acco
rdingtoG regor
yandC ahil
l(2009)
,not
emb rac
ingthi
schal
lengealsohasedu ca
tionalconsequences.
Sti
llw i
thinthes copeo fd ivers
it y
,ac riti
c a
llangu ageedu cat
ionshou ldt akeinto
considerat
ionth atbecauseou rworldisl
inguist
ica
llyandcu ltur al
lyplura
l,student
sshou ld
beallow edtoe xpres
sthem selve
sb y me ansofdiferen t mode s:O ra
landw r
it
tenv e
rb al
langu age,im ages
,ge s
tures,etc
.F re
ireta
l kedaboutconne ctingthewo rldandthewo rd
;
inthiss ense,asw enow l
iv einawo rldth atappearstob e mo re multimod a
lthane v e
r
duetoth en ewcommun i c
ationt echnologies
,w en eedtoe xp andou rund er
standing
oftheconn ect
ionb etw eenth ewo rdandth eworldsoth a
t itin volv
esno tonlywo rds,
butalsosti
lland mo vingim ages,and mu lt
imod alcompo si
tion singene ral
.Ins
ist
ingon
the mode so foralandw rit
t enverb a
llangu ageastheon ly
,o re venthe m a
in mode sof
express
ion inclass
,wou ldon lybeaw ayo fdis
regardingthero leo fmult
imod al
ityinou r
l
i ve
s.Adop tingamu ltimod alatt
itudeinthep rocesseso ftea chingand learn
ingisabo ve
a
llaque stiono finc
lusion.
D
e
A
l
v
e
e
lop
s
s
ingc
and
r
ri
t
ic
aCou
a
t
l
languag
inhoFern
eedu
and e
s
ca
t
ionw
i
thmu
l
ti
li
ter
aci
esin
thec
ont
exto
fin
i
tia
ltea
che
redu
cat
ion
.
..
|5
8
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
Acr
itica
llanguageedu cationisno tsimpl
ycon ce
rn edwithpr epa
ringstudent
sforth e
mar
ke t
; mos
timpo r
tantly
,itisconc ernedwithcontr
ibut
ingtoedu c a
te morein
formed,
engagedandc r
it
icalcit
izens.Peoplewhoa renotn a
ïvetextconsume r
s;onthecont
r ary
:
Peoplewhoh avelearnedtodoub tandque s t
iongiven“
truths
”,peoplewhounde rs
t and
thatthroughl
angu agesand mode stheydo morethancommun icat
ew i
thoneano ther
:
Theya ctuponth ewo r
ld,th e
ye stabli
shrelat
ionsh
ipso fdiferentnature
sw i
tho ther
peopleandtheycreateidentit
iesforthemselvesandforothers
.
Perhap soneo fthe mo st impo r

t an
ta spe ctso facritica
llanguageedu c
ationi sopen ing
sp a
c etoge t
tingtoknowwhoou rs tuden tsareandtohe arwh atthe yh a vetos ay
.
How e ve
r,
ino rde r forthi stoh appen,a st eachers,w eneedtor e
th inkourr e
lationshipw ith
ours yl
labu s
.Ift e aching isonlyabou tco veringthep agesofaboo kortransm it
tingthe
cont entsw eh av etot e achino rdertot estou rstuden ts
’comprehen sionlater
,the rew i
llbe
verylit
tlesp ace inou rcl asse
stow el
cometheknow ledgeandpe rspectivesou rstuden ts
br
ingtoc l as
s,andcon sequen tlyv e
rylittlesp aceforac r
it
ical
langu ageedu cat
iontot a ke
p
l ace
. Iw anttobe liev eth atbe causeac r
it
i cal
l angu ageeducationi sa
lw aysch al
leng ing
ourp reconceiv ed ide asabou tallsortso fthing s
,itcanpo tent
ia
llych angeu s,ou rstuden ts
and,e ventu a
lly,th ewo rldaroundu stosom eexten t
.How ever,forthistoh app en,ou r
stud entsn eedtoh a veana ctiverole inth eirknow l edgecons truct
ion;th eyn e edtim e
tor eevaluateth eirp re v
iou sknow ledg einf aceofwh atisnewfo rthemandthe yn eed
tobede signer so f me aningsandno ton lycon sume rsof meaning sprodu cedb yothe rs
.
Mult
il
i t
eraciesc anp la yav er
y impo r
t an troleinc r
iticall
angu ageedu cat
iona sIintend
toshow laterinth isch apter
.
2
.2Mu
lt
i
li
ter
aci
es:Po
int
stopond
er
Itisquitew e
ll-
knownth atthecon ceptofmulti
li
t e
r aciesf rstappe ared inthem id1990s.
Butth epointis
: Wh a
tw asgoingonb ackthenth ats ign a
l edth atth ewo r
ldw asgoing
through impo r
tan tchange sth a
twou ldpotentia
llyaf ectpeop le
’s l
ivesther e
after
?Ih ave
se
l ectedafewe v ent
sth atm aygiveanideao fhow inno vati
v eandt r
an s
form at
ivethe
1990 sw e
re.Th eHubb l et e
l e
scop ew a
slaun ched in1990 ;th eSo vietUn iond is
solved
in1991 ,wh ichp rovok edan inten s
ifca
tiono fglob alizationandc apita
lism;M ic
rosoft
W
indow s95,InternetE xplorerandY ahoo!w e
r elaun ched in1995 ;theDo l
lysheepw as
c
loned in1997 ;Goog lew asfoundedin1998,andN ap s
t e
r( s
tream ingmu sicserv
ice)w a
s
laun chedin1999 .Itw asinthe1990 sthatvideog ame slikeSupe rNin t
endo ,Meg aDrive
andP laySta
tionw e
relaun ched.Itw a
salsointhe1990 sth atthe Internetbe came more
popu la
r;andw iththepopu l a
riza
tionoftheIn t
erne t
,d istan ceandsp a
c ebecame mo re
fuid,giv
ingu saf eel
ingo fwh atl
ivingina‘g
lob a
lvil
l age’w a sl
ike.Insum ,the1990 sw asa
periodofimpo rtantpolit
i ca
l,soci
al,sc
ient
ifcandt e chno logicale ventsth a
th avehelped
changeou rlivesinunp r ecedentedw ays
.
Con
sider
ingtha
tt ea
chingandlea
rningaresoc
ia
lp r
act
ices
,iti
sund e
rstand
ablethat
educa
tionsuf
erstheinfuen
ceandf ee
lscompel
ledtorespondtowh a
tishappening
insoc
iety
.Thefastsoc
ial
,cul
tur
alande conomicchangesofthe1990sandthenew
D
e
A
l
v
e
e
lop
s
s
ingc
and
r
ri
t
ic
aCou
a
t
l
languag
inhoFern
eedu
and e
s
ca
t
ionw
i
thmu
l
ti
li
ter
aci
esin
thec
ont
exto
fin
i
tia
ltea
che
redu
cat
ion
.
..
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technolog
iestha
tappearedattha
ttimesetthecha
l
lengeforeduc
ator
sworldwideto
reth
inkwh attheywer
edo ingandtoplanwh a
ttheyneededtodotoprepar
efuture
genera
tion
sforthewor
ldth a
twasbeginn
ingtoloomonthehor
izon
.Inth
iscontex
t,as
CopeandK a
lantz
isr
eca
ll
:
InSeptemb e
r1994
,asm al
lgroupofpeople—mo s
tlyprofe
ssion a
lcoll
e agues
andf
riendswhohadwo rk
edw ithon
eanoth e
ro v
erthey ea
rs—m e
tforaw e e
k
inthesm a
lltownofNewLondon ,NewH amp sh
ire
,tocon siderth efutureof
l
ite
racyteach
ing
;todi
scusswh a
twouldneedtob e
taugh t
ina rapid
lych anging
nea
rfutur
e,andhowthisshouldbetaugh
t.(COPE;KA LANTZIS,2000,p.3)
Thissm al
lg roupofpeop lecametobeknowna stheNewLondonG roup,and,togethe r
,
aroundtwoy e a
rsafterthe ygather edtothinkabou tthefu tureofedu cat
ion,the y
publi
shed ,in1996,thesem ina
lm an
ifest
‘Aped agogyo fmult
il
iterac
ies:De s
igningso c
i a
l
futures
’,
inwh ichthewo rdmu lt
i
literac
iesfr
stappeared.Onepoin t
Iwou ldliketohigh
ligh t
herei
sth atwhenw ehe a
rormen tiontheNewLondonG roup(N LG)
,therem a ybeacertain
tend enc ytothinkabou ttheN LGa sa moreorlesssingleent
ity;also
,m anyp eopleare
notreallysuretheyknowwhothemembe rso
ftheN LGw e
re.Thus,Ibr
ingthequo ta
tion
below inwh ichCopeandK a
lantzis
introduceeachoneo fthe membe rsoftheN LGand
br
iefycommen tabou ttheirmainr e
se a
rchinte
res
tsa tthet
imetheg roupw ascrea
t ed.
Tenpeop le me tandt alkedfo rth atw ee kinNewLondon .Cou rtne yC a zden ,

fromtheUn itedS tates,h asspen talongandh igh lyinfuen tia
lc areerwo rking
onc l as
sroomd iscou rse
,on langu agele arning in mu lti
lingu a
lcon texts,and ,
mo str ecen t
l y
,on lit e
r a
c yp ed agog y
.B il
lCop e,fromAu stral
ia,h a sw ritten
cu rr
i culaadd ressingcu l turald iv e
rsi
t yins choo l
s,andr esearch ed l
it era cy
ped agog yandthech angingcu ltu r
esandd is cou rseso fwo rkpla ces.No rm an
Fairclough ,a satheo r
isto flangu ageandso c
i a
lme aning fromG r eatB ri
t a
in ,is
particularlyinte r
est edinlingu isticandd iscursiv ech angea sp a
rto fso cia
land
cultu ra
lch ange.Jame sGee ,fromtheUn it edSt ate s
,isa leadingre se a
rche rand
theo riston langu ageandm ind,andonthe langu ageand learningdem and sof
the l ates
t‘f a
stc apital
ist’wo rkp lac e
s.M a
r yK a
l an tz
is,fromAu stralia,h asbeen
in vol vedine xperimen talso cialedu ca t
ionand l
itera cycu rr
iculump roje cts
,
and isp articular
ly int e
re sted inc it
izen shipedu cation.Gun therK ress
,f rom
Gre atBritain,isbe stknown forh iswo rkon langu ageand le a
rning ,sem io t
i cs,
v
i su a
l l
iter acy
,andthe mu lt
imod al
lit
e raciesth atar ein c
reasingl yimpo rtan t
toa llcommun i ca
tion,p ar t
icul ar
lythem assmed i a
.A l
l anLu ke,f
romAu stral
i a
,
isar ese archerandtheo risto fc r
itica
llit er
a cywhoh a sbrough tso c
iolog i ca
l
an alysistobe aronthet eachingo fre adingandw r
iting.C armenLu ke,a lso
fromAu stral
i a
,h asw rit
t ene xt ensive
lyon fem in istped agog y
.Sar ahM ich aels
,
fromth eUn itedS t a
t es
,h ash ade xten sivee xp er
i en ceind evelop ingand
re se ar
chingp rogr amm e sofc la ss
room learn ing inu rbans etting s.M artin
Na kat a
,fromAu st
r a
lia,h asr ese a
r chedandw ritt enonthe i
ssueo fli
t e
r acyo f
ind igenou scommun it
ie s
.Jo sephLoB i anco,D irectoro fAu stral
i a
’sN at
ion a
l
Langu ag esandL it eracyIn st
itu te,w asun abl etoa ttendbu th as joinedth e
NewLondonG roup insub sequen tmee t
ing s.(COP E;KA LAN TZIS
,2000 ,p.3 -4 )
Ith
ink
iti
simport
anttoknowatle
astth
isl
it
tleabou
twhothemember
softheNLGwere
andwhatkind
sofresea
rchin
tere
ststheyhadinorde
rtoavo
idha
vingaredu
ction
is
t
D
e
A
l
v
e
e
lop
s
s
ingc
and
r
ri
t
ic
aCou
a
t
l
languag
inhoFern
eedu
and e
s
ca
t
ionw
i
thmu
l
ti
li
ter
aci
esin
thec
ont
exto
fin
i
tia
ltea
che
redu
cat
ion
.
..
|6
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cedR
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arch
inEng
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eri
esn
º13
v
iewo fwhatis
involvedinthewo r
kwiththeconcepto
f mul
tili
terac
ies
. Mu
lt
il
ite
rac
ies
isnots
implyabout mult
imod a
l
ityors
implyaboutnewtechnologies
;the
reisabigare
a
ofr
esear
chinte
rest
sw ith
inthescopeof mu
lt
il
ite
rac
ies
.Theti
tlesofthechapte
rsofthe
book Mu
lt
il
ite
rac
ies
,o rgan
i z
edb yB
il
lCop eand Ma
ryKal
antz
i s(2000
,p.v-v
i)
,cangive
usabett
erpic
tureofwh atIamtry
ingtosay
.
Rega
rdingthe
‘why
’of mu
lt
il
ite
rac
ies
;inotherwords
,therea
sonstoadd
ingthep
ref
x
mu
lt
i tothenoun
lit
era
cie
s,weh a
vethefo
llowingchap
tert
it
les
:
Newp eopleinnewwo r
lds:N e
tworks
,th enewc api
t al
ismands choo
ls,by
JamesP au
lGee
Cyber
-school
ingandtechnolog
ica
lchange :Mult
i
lit
era c
iesfo
rnewtime s
,by
CarmenLu ke
Mul
ti
li
terac
iesand mu
lti
l
ingu a
li
sm,byJo sephLoBian co
H
istory
,cul
tura
ldiver
si
tyandEng l
ishlanguageteaching,byM a
rt
inN akata
Changingthero
leofschool
s,byM ar
yK alant
zisandBillCope
Reg
ard
ingthe
‘wh
at’o
f mu
lt
il
ite
rac
ies
;ino
the
rwo
rds
,wh
at mu
lt
il
ite
rac
ies
isa
l
labou
t,
wehav
ethefo
l
low
ingchap
tert
it
les
:
De
signandtrans
format
ion
:Newtheo r
ieso
f meaning,byGunthe
rKre
ss
Mu
lti
l
itera
ciesandlanguage
:O rde
rsofdi
scourseand inte
rtex
tua
l
ity
,by
No
rm anFa
irc
lough
Mu
lt
imod a
li
ty
,b yGunthe
rKres
s
De
signsfo
rsoci
alfutu
res
,byBi
llCopeandM a
ryK alant
zis
Reg
ard
ingthe
‘how
’ofMult
i
lit
erac
ies
;ino
therword
s,thew
aystoe
xpe
rien
cemu
lt
il
ite
rac
ies
inpra
cti
ce,weha
vethefo
llowingchap
tert
it
les
:
A mu
lti
li
terac
iesp edagogy
:Ap edagog
ica
lsupp
lemen
t,byM aryKa
lant
zis
andBi
llCope
Tak
ingcultu
raldifer
en ce
sintoaccount
,byCour
tne
yB.Cazden
Na
rrat
ivesandin
s c
rip
tions
:Cultu
raltoo
ls
,powe
randpower
fulsen
se-mak
ing
,
bySarahMichae
lsandR icha
rdSohme r
Readingthe sechap tertitles

, wecanseethed iver
sityoftheme sthatha vebeen
workedw ithw ithinthes copeo f mult
il
iter ac
ies:Thenewc apita
lismands chools
,
mu
lti
lingua l
i sm,cultura
ld ivers
ity,thechang ingrolesofschools,thecon ceptofde s
ign
andnewtheo r
ieso f mean ings,intertex
tua l
ity,andcu l
tur a
ldifferen cesaresomeo f
them .Bu tth a
t’sno tall
, mo rere centl
y,aqu ickGoog lese archw illshowu slotsof
interdisciplinaryre searchbe ingcondu ctedinconne ctionw ith mu lti
li
ter ac
ies
,for
instan ce
: Mu l
ti
literaciesand mu lt
il
ingu alism, mult
ili
teraciesandt ransl
ingu al
ism,
mult
il
ite raciesandl i
terature, mu lt
il
iterac
ie sandte chnolog y
,and mu lti
literac
ies
and mu lt
imoda li
ty justtoc i
tesome .Thebo t
tom l
ineseem stobe :There searchand
prac
tice s
in volvingthecon cepto f mult
il
iteraciesarediverseand in c
lude,bu tarenot
rest
rictedto ,thewo rkw ithnewte chnolog ies.
D
e
A
l
v
e
e
lop
s
s
ingc
and
r
ri
t
ic
aCou
a
t
l
languag
inhoFern
eedu
and e
s
ca
t
ionw
i
thmu
l
ti
li
ter
aci
esin
thec
ont
exto
fin
i
tia
ltea
che
redu
cat
ion
.
..
|6
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ES|Ad
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cedR
ese
arch
inEng
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eri
esn
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2
.3Und
ers
tand
ing mu
lt
i
li
ter
aci
esa
son
tolog
y,a
sep
is
temo
log
y,a
spr
act
ice
s
Befo
reIstar
taddres
singwh a
tIm eanbyund er
stand
ing mul
ti
li
tera
cie
sa sontology
,a s
ep
i s
temologyandaspra
cti
ces
,Iwouldl
iketoopenap a
renthes
isandin
vitetheteachers
,
andfutu
reteache
rs
,whoa reread
ingth
istexttoponderfo
rawh i
leaboutthe fo
llowing
quest
ion
s:
• Howdoyouseeyou
rse
lfa
sat
eache
r?
• Wh
ata
reyou
rbe
l
ief
sabou
tedu
cat
ionandabou
tte
ache
rs
’ands
tuden
ts
’ro
les
?
• What
’sthes
choolwher
eyoutea
ch l
ike
?Howdoe s
itslo
cat
ionafe
ctyourt
each
ing
expe
rience
?Wh a
tkindso
fte
achingandle
arn
ingresou
rce
sdoes
itofer
/wouldyou
l
ikeittoofer
?
• Whoa
reyou
rstuden
ts?Howw
el
ldoyouknowthem
?Wh
ata
rethe
irneed
s?
Thesequestionsshou ldber ev
is
itedfromtimetot ime;theyareanin v
ita
tionforteachers
torefectabou tthei
riden t
ityandbe l
ief
sa steachersandabou ttheirpresentteaching
condit
ions.B ygo ingb acktothesequ est
ions
, it
isimpo rtanttoreal
izeth a
tno th
ing is
immu table;te acherschang e
,th e
irb e
lie
fsch angeandth e
irteachingcond it
ionsalso
change.Revis
it
ingthe sequest
ionsisal
soaw a
y fo
rte ache
rstorefecttheextenttowh ich
cer
taintheoriesandme thodolog
iesm a
kesen setothemandwh y
;ch an
c e
sa r
eth a
tthe y
w
il
lalw ay
strytofndaw aytoopensp aceintheirc
lassestolanguageedu ca
tionpract
ic e
s
thatm akesen setothem .
Inthischapt
er,
Iamt alk
ingabou tcr
it
ical
langu ageeducationandabou tmult
il
iter
acies
.I
inc
ludetheseperspect
ivesinm yc
lasse
sbe causetheym akesensetome,butthi
sdoe snot
meantheyneedtom akesen setoal
lteacher
s.Thisi
sb a
sic
:Wh ateve
rtheoryorpedagogya
teacherdec
idestobr
ing intotheircl
ass
,ithastom akesensetothem .Not
icetha
tIamno t
ta
lkingaboutame thodolog y,
Iamt alk
ingabou tanatti
tudetow ardswhatonecon s
iders
va
lidinlanguageedu c
ation,int e
rm sofone’
sbe l
ief
sabou ttheroleofeducat
ion,andin
termsofone’sro
leasat eache randtheroleofone ’
sstudentsinthei
rlearn
ingpro ces
s.
TheCOVID -19p and emicw eh a

veb eengo ingthroughiscer t
ain
lysh a
kinglo t
so four
be
lie
fsandv aluesregard
ingou rre
l a
tionshipw i
thoneano the
r insoc
iet
y,ou rr
elat
ionship
w
ithnatureand ,
inou rcase
,asedu ca
tors,ourrela
tionsh
ipw i
ththep ra
cticesw eengage
w
ithinourclasses
.Thispandemicw i
llcerta
inlybeaw a
ter
shedbe tweenwh atourpersonal
andprof
ession a
lli
vesw e
rebeforeandw i
llbeafter
it.Her
eIclosetheparenthes
isIopened,
and moveonw iththetopicofthissection.
2
.3
.1Mu
lt
i
li
ter
aci
esa
son
tolog
y
Under
standingmu l
ti
li
ter
aciesasonto
log y
imp l
iesa
ccept
ingtheinv
ita
tiontolookatthe
wor
ldw el
iv einandrea
li
zeth a
tthi
swo rldischang
ingfas
tduetothein ten
sifca
tionof
g
lobal
iza
tion,tom a
ssmigra
tionandtodigi
talte
chno
logie
s.Be
sides
,wec annotfo
rgettha
t
D
e
A
l
v
e
e
lop
s
s
ingc
and
r
ri
t
ic
aCou
a
t
l
languag
inhoFern
eedu
and e
s
ca
t
ionw
i
thmu
l
ti
li
ter
aci
esin
thec
ont
exto
fin
i
tia
ltea
che
redu
cat
ion
.
..
|6
2
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ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
wel
iv e
inawo r
ldthat
i sm ar
kedb ysocia
lande conom icinequal
it
iesandb ydisc
rimin at
ion.
Wecanno tloo katthesewo rdssimp lyas lex
icalitem sdisconnect
ed f
romou r
lives
. Ih av
e
mentionedbe fo
retheconne ctionP auloF re
iree stabl
ishedbe tweenthewo r
ldandthe
word
.A ccordingtoF rei
r e
,then,w eunde rstandth atthewo rds
‘ g
lobal
izat
ion’
,‘mig rat
ion’
,
‘technolog ies’
,
‘inequ a
lit
ie s
’and ‘discrimination’arep a
rtofou rworldandthe yh ave
beenaf e c
tingu sin m anyd iferentlev el
s:Ou rbod ies
,ou rqu a
li
tyofli
fe,ou rp ersonal
,
profes
sion a
landedu cationale xper
ien ces
,ou rv a
lue sandbe l
iefs
,ourrelat
ion ships,etc
.
Moreand mo rew ehavebeenen ter
ing incont actwithpeop lewhocome fromd if erent
coun t
rie
s,whoh avedif erentcultures,whosp e
akd iferentlanguagesandw eh aveto
acknow ledg eth a
tal
lth isi
sd em andingr efectionandch angesfromu sedu catorsand
fromedu cationpoli
c yde s
igne rs
.
Consider
ingth a
tw eliveinawo r
ldth at
i s moresocia
llyandcu ltura
llydiver
seth ane ver
,
andth atweareinthea reaofedu c
ation,someo ftheque stionsw em ayaskour selvesin
term sofhowthisdi v
ers
ityh a
saf ectedusa re
:A rew est
il
lp l
ann ingou rc
l a
sses focusing
on
l yonthecon ten
tsw eh avetoteach?A r
ew eopeningsp acefordivers
ityinou rclasses?
Whath avewebeendo ingtoa t
tendtoculturalandlinguis
ticdivers
ityinourclasse s?How
ar
ew eprepar
ingourstudentstol
iveinawo r
ldincon stan
ttransform a
tion?Towh atextent
areou rBraz
il
ianedu cat
ionalpolic
iesin s
ti
tu t
ional
izinggu idel
in esthatcanpo tent
i a
lly
he
lp,o rhinder
,dealingw i
thd iv
ers
ityins chools?Thesear eimpo rtantquestion sinthe
contextofunderstanding mult
il
ite
raciesason to
log y
.
InthefeldofAppliedLingu ist
icstherei
sp lentyofresear
chintheare a
softran
sl
ingu a
li
sm
(CANAGARA JAH,2011 ;GARC IA;WE I,2014 )andmu lti
l
ingual
ism (
MAKON I
;PENNYCOOK,
2007)whichareac leara ttemp tno tonlytor ecognizetheimpo r
t anceofcul
turaland
l
inguis
ticdive
rsi
ty,butal sotor espondtoth isworldw el
ivein.
Inthiscontext
,w ecannot
forge
tth atoneofthe m a
inp il
larsof multil
ite
racie
s i
sthe mult
ipl
i c
ityofcul
tures(NLG,
2000)
.As Iseei
t,thed i
s cussionsont ranslingual
ismandb i/mu l
ti
lingual
ismsom ehow
connectw i
ththestudieso f multi
li
terac
ies (CURIEL,2017;OLLERHEAD,2018 ).
2
.3
.2Mu
lt
i
li
ter
aci
esa
sep
is
temo
log
y
Und e
rstanding multi
l
i te
rac
i e
sasep i
stemologyimplie
squ e
st
ioningtradi
tiona
lviews
ofteachingand learningbya sk
ingqu es
tionssuchas
:Howdos tudent
sle a
rn?I
s i
tb y
s
ilent
l yconsum ingwh a
tte a
chersexpla
ininclass
?Isitbym emori
zingwh attheyare
taugh t
inorde rtogetgoodg radesintes
ts?Towh a
texten
tdoesat r
adit
ionalpedagogy
helpstudentstolearn
,wo rk
,takeastandandrel
atetoothe
rpeopleinourcontemporar
y
world
?Wh a
te l
se i
sinvolvedinlea
rningbeyondcognit
ion?
Mul
ti
li
terac
iesasep
ist
emo logyquest
ionsthe focu
sschool
sg iv
etocanon
icalknowledge
,
andcla
im stha
tthewal
lsthatsepa
ratethewo rldout
sideschoo
landwh a
th appen
sw ith
in
schoolshouldbeblu
rred
. Wh a
telseapartfromthec anonwou ldweneedtob r
ing in
to
ourcl
a s
sesinorde
rtop r
ep ar
eourstuden t
stofndthe irw ay
sinourworld?Lookingat
D
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lop
s
s
ingc
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redu
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ion
.
..
|6
3
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
thecon
st
itu
tiv
edi
vers
ityo
fours
tudent
scanhe
lpusgraspwhatmaybere
lev
ant
forthem
andwhatmaycont
ribu
tetothe
irknow
ledgecon
stru
ctione
xper
iences
.
Mu
lti
lit
era
ciesasep
istemolog yconce
ivestha
tstudentslearnwhentheydothingswith
whattheyarelea
rning
.L earningisnotjus
taque stiono f memor
iz
ing;it
’snotjusta
quest
ionofcogni
tivework;itisanact
iveproces
s;therefo
r e
,CopeandK a
lantz
is(2015
)
suggestaser
iesofepi
stemo logi
cal movement
s,whi chtheycal
lknowledgeprocesse
s.
Accord
ingtotheauthor
s,
[p]edagog yisthede s
igno flearninga ctiv
itysequen ces.Twoke yque st
ions
ar
iseinthep rocessofped agog ica
lde s
ign :whicha c
tiv
itiestou seand inwh at
order?Le a
rningb yDe s
ign isacl ass
ifc at
iono fact
ivityt ypes,thed iferent
k
ind softhingsth a
t learnerscandotoknow .
Itdoe sno tpre s
cribetheo rder
ofact
i v
it
ies,norwh icha c
tiv
i t
iest ypestou se.Theyw i
llv arydepend ingon
thesub jectdom ainandtheo rientationo flearners
.L earn
ingb yDe sign
makesse vera
lgen tlesugge st
ion stote achers
:tor efe c
tupther angeo f
act
ivi
t ytypesduringthede signp rocess,tosupplemen texist
ingp racti
ceb y
broadeningther angeo factiv
ityt ypes
,andtop lanthesequen cecareful
ly.
(COPE;KA LANTZIS,2015 ,p.17)
AsFigu
r e2b elowshow s
,th e
rea refou rm a
int ypesofknow ledg ep ro cesse
s,orth
ings
studentscandoto learnknow l edg e
:Th eyc anexperience(then ewandth eknown),
theycanapp l ywh atthey lea
rn( app ropri
atelyandc reat
ive
l y
),th e yc anthinkabout/
conceptua
lizewh a
tthe yarelearning(bo thintermsoftheo ryand int ermso fnaming
/
keyconcepts)
,andthe yc ananalyz ewh attheyarelea
rning(function a
ll yandcrit
ica
l
ly)
.I
t
isimportanttoh igh
lightthatmu lt
ilite
racies
isnotame thodolog y,sot eacherscanwork
w
iththeknow ledgep rocesse
sinwh i cheverdi
rect
ionoremph a
sisthe yp lease
,depending
onthei
redu cationalgoalsindifer ent momen tso
fac lassorcour se.
F
igu
re2–TheKnow
ledgeP
roc
esse
s
Sou
rce
:KA
LAN
TZI
Seta
l.
,2016
,p.73
D
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eedu
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aci
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ont
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redu
cat
ion
.
..
|6
4
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
2
.3
.3Mu
lt
i
li
ter
aci
esa
spr
act
ice
s
Asfara
s mult
il
iter
a c
iesaspract
icesi
scon cern ed
,af rstpointIwouldl
iketob r
ing i
so f
paramountimportanceform e
:Wh enthink
ingabou t mul
ti
li
terac
iespr
act
ices
,w ec annot
d
i s
regardthat mult
i
liter
acieshasanon tologi c
aldim ensionandanep istemologi ca
l
d
im ens
ion.Mult
ili
terac
iespract
icesarenot,orshou ldno tbe,di
sconnectedf
romth ese
d
im ens
ions
;asam atte
roffact
,thesed
im ens
ion saresupposedtoinfo
rm te
achers
’planning
interm so
fwh ich mult
il
ite
racie
sp ra
ctices
,ifan y
,the yaregoingtod eve
lopw i
thth e
ir
studen
tsb a
sedonwhoth ei
rstudent
sar e
,wh atthei
rso c
io-cu
ltur
alconte
xtsareandwh a
t
thei
rne ed
sandinterest
sare.
Som e
tim es
,wh en mu lt
i
literac
ies i
sm entioned (taketh eBNCC 6
,forinstance)
,wh atw e
usua
llyseeisanemph as
isona limitedund e
rstandingofwh atmu lt
ili
terac
iespract
ic e
sa re
:
Request
ings tudentstoprodu cevideo s
,pod cas
tsandmu l
timod a
lt exts
likem emes
,c ar
toon
andcom icstr
ips,amongo thers
,withou tanyorw ithveryl
ittl
ed iscussiononth eontologica
l
andepistemo logica
ld imensionso fmu lt
i
liter
a c
ies.There
fo re
,as e condpointIrai
s eh er
eis
thatmulti
li
t e
raciespract
icesinvolveamu chwid e
rsp ect
rum th anwh at
isusual
lyrecogn i
zed
as mu
ltil
ite
r ac
iesp ract
ices.D ependingonth ewo rk mult
il
it e
raciesissuppo rt
ing,itm ay
invol
v ecr
it
i ca
llycon suming /p
rodu cing mult
imod a
lg enres
, investigat
ingth eafordan ces
andcon s
traintsofdif e
rentmod es
,d eal
ingw ithcultura
l/
lingu i
sticd iv
ers
ity
,orw i
thv isua
l/
mul
timod a
l/digital
li
teracies
,amongo therpo ss
ibi
lit
ies
,a sth eactivi
tiesIhaved eve
lop ed
inm yO ra
lEng lish3cou r
s e(tob epresentedl a
terinthisch apter)e xempl
ify
.
Athi
rdand l
a s
tpointIwouldliketohighlightisthat
,a sIsee it
,justrequest
ings tudents
toproduce mult
imod a
lgen re
sw ithoutspend ingsomet ime involv
ingthem in learn
ing
abouttheafordancesand l
imitat
ionsofd iferent mode s
isr educingtheunde rstanding
ofwhatworkingwithmulti
l
iterac
iesimplies
.W ec annotsimpl ysuppo sethatju
stb ybeing
consumersofmultimodaltext
s,fo
r in
stanc e
,studentsw i
llbe come fullproduce
r sofsuch
text
s.Be
liev
ingsowou ldbeequ iva
lenttocon sider
ingth atbe causethegene ra
tionsborn
inthe1990sh avebeenincon tac
tw ithnewt echnologiessin c
ethe yw ereborn,therei
s
noth
ingelsew ecouldteachthemabou ttheu seofsu cht e
chno logies.
2
.3
.4Go
ingb
eyond
:Und
ers
tand
ing mu
lt
i
li
ter
aci
esa
sar
epe
rto
ir
eofp
rac
ti
ces
AccordingtoAn steyandBul
l (2018,p.44)understandingmult
il
ite
ra c
iesasarepe
rto
ireof
prac
tic e
sinvolvesbeing multi
li
ter a
teinfourm ainareas
:a)Learn
inghowtode alwi
tha
rangeo fl
iter
aciesthathavee vo
lv edasaconsequen ceofgloba
liz
ation,soc
ia
landcul
tu r
al
d
i ve
rsityandt echnology
;b)eng agingwithtradit
ionalandnewt extsandtechno
logies
;
c)be comingcrit
ical
lyli
ter
at eanda c
tive me
aningp roducers
;andd )e xe
rc
is
ingdife
r ent
role
sa sr e
aders:Codeb reaker
, me aning maker
,textuserandtextan al
yst
.
An
steyandBu
llb
ringamind
-open
ingperspec
tiv
einrel
ationtomu
lti
l
ite
rac
iespra
ctic
es.
Theyshowth
atthewor
kw i
th mu
lt
il
ite
racie
sh as mu
lt
ipledimen
sions
. Whentheysay
6
BNCC
istheB
raz
i
lianCommonCo
reCu
rr
icu
lum
.
D
e
A
l
v
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lop
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s
ingc
and
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ri
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t
l
languag
inhoFern
eedu
and e
s
ca
t
ionw
i
thmu
l
ti
li
ter
aci
esin
thec
ont
exto
fin
i
tia
ltea
che
redu
cat
ion
.
..
|6
5
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
tha
tb e
ing mul
ti
li
terat
einvol
ve sdeal
ingwitharangeofl
ite
racie
s,w ecanunder
stand
tha
two rkingwi
th mul
ti
li
terac
iesalsoimpl
ieswork
ingw i
thvisua
l, mul
timoda
l,d
igit
al
and manyothe
rtypesofl
ite
raciestha
ta c
countfo
rsoci
alandcultur
aldive
rs
ityandfor
thepr
e senceo
ftechno
logyinou rl
ives
.
Whenth e
ym ent
ion l
iterac
iesassocia
t edwithtechno logy
,th eybyno m ean ssugg e
st
thatthewo rkw ith mu lt
il
iter
aciesshouldne ces sar
ilybedone inthecon t ex
to fnew
techno
logies
.The ymen t
ionthatbeingmu l
ti
li
tera
t einvolve
seng ag
ingw itht
r adit
ionaland
newt e
xtsandt echnologies,andw ec anunderst
andth at
itisnotbecau semo s
tt e
xtsw e
readnow ad a
ysar edigita
landmu ltimod a
l(comb iningim age
s,sound s
,v e
rb allanguage
andmo vemen ts
)th atwo rk
ingw i
thp r
intedv e
rbalte x
tshasbecome irre
levan t
.Ith a
snot.
Bes
ides,w ecannot forgettha
tmu ltimodal
ityisa
l sopr e
sentinv e
rballanguageth rough
theuseofd iferenttype sandsizesoffont
,theu seo fboldand ita
li
cs,thedi sposi
tionof
thewo rdsonthep age,etc.
Icons
ide r
itvery
impo rtan
tth a
ttheau tho rsh
ighl
ighttha
tbeingmult
ili
tera
tealsoinvolve
s
deve
lopingacri
ticalper
spectiv
etow ard sthetext
sw econsumeandp roduce
,wh ati
sa lso
re
infor
c edwhenthe y mentionthatre adinginvolv
esdifer
entrole
sfromr eaders
,oneo f
thembe ingtheroleofanalys
twh ich
,a c cord
ingtoJanks
(2014,p
.27),requi
resreade r
sto
“payat
t ent
iontohowt ex
tssh apeour iden t
it
ies
,oursocie
ty
,ourbeliefsandou rvalues
.
Theyrecognizeth a
tt e
xtsareno tneu tr a
l— te
xtsareconst
ructedb ythe
irw ri
ter
sand
des
ignerstoh avep a
rt
icula
ref ects
.[… ]An a
lyst
strytounders
tandthepow e
rr e
lations
tha
tarea tworkine verydaytext
s”
.
Unders
tandingmu l
ti
li
terac
iesasar epertoi
reofpra
ctic
esiscer
t a
inl
ymo recomple
xth an
Icanpo s
sibl
ydiscuss
inthes copeo fthischap
ter
,butIcansayth a
titpo
intstoabroader
interp
retat
ionof mult
ili
ter
aciesth atisnotres
tr
ictedtowh attheN ewLondonG roup
proposedaqu a
rterofac en
tu r
yago .Itm eansunders
tanding mult
il
ite
rac
i e
sasd eep
ly
inte
rdisc
ipl
inar
yandc apab
leo fcon t
ribut
ingtocr
it
icall
angu ageeducat
ion.
3
.Cr
it
ica
ledu
cat
ionth
rough mu
lt
i
li
ter
aci
es
Inthi
ssect
ion,
Iamgo ingtopresenthowIhavebeentry
ingto implementcr
it
ica
leducat
ion
throughmu l
ti
li
t e
rac
iesinmycl a
sses
.Iwi
llsharewithyouthr eepro
jectsmyO r
alEngl
ish
3studentsdevelopedin2019.OralEng
lish3w asa m andatorysubjec
tinourp r
evious
Let
tersEngl
ishandPo r
tuguesecurr
icu
lum.Un
7
t
il2019
,ou rfreshmenstudent
swou ldgo
throughap la
cemen ttes
tinordertobep lac
edinoneo fthefourO r
alEngl
ishsubjec
ts
7
In2020 ,westar
tedou rnewL et
tersEngli
shcu r
riculum, wh
ichnolonge rplacesstudent
sinsub ject
s
accord
ingtotheirprofi
ciency
;fromthef i
rstseme s
teron,allstuden
tsh avetotakease r
iesofsubjects
,
organi
zedinthem a
ticareas
.Ins
teadofO ra
l1,2,3,4sub jec
tsand Wri
tten1,2,3
,4sub jec
ts
,w enowh ave
subject
ssuchas
:Produ c
tionandComp rehens
ionofa cademictext
s:Abs
trac
tsandboo krev
iews;P
rodu ct
ion
andComp rehens
iono fargumenta
tiveacademictext
s;Them at
icLabora
tory1:Eng
lishinourcontempo r
ary
t
ime s;Them a
ticLabo r
atory2:A cqu
isi
tiontheoriesandfo reignlanguaget e
achingapp roache
s;and
Them at
icLabor
atory3:Cri
tic
alL
ite
r a
cyandMu l
ti
li
teracie
s.
D
e
A
l
v
e
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s
s
ingc
and
r
ri
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aCou
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t
l
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inhoFern
eedu
and e
s
ca
t
ionw
i
thmu
l
ti
li
ter
aci
esin
thec
ont
exto
fin
i
tia
ltea
che
redu
cat
ion
.
..
|6
6
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
andinoneo fthefourWr
it
tenEnglishsub
jec
tsofourLett
ersEngl
ishandPor
tuguese
Prog
ram.Studen
t s
,then
,w e
replacedinOr
aland W
rit
tenEngl
ishsubje
ctsa
cco
rdingto
thei
rle
velofEngli
sh;Or
alEngl
ish3studen
tswer
eu sua
ll
yB2 (CE ).
FR8
Be
for eproceed
ingtocomm entingonth epro
j ec
tsIs e
lectedtopresenther
e,Iwould
l
iketot a
lka l
it
tleaboutthesy
llabusIorgan
izedforO ra
lEng l
ish3.I
tisimpor
tanttosay
thatinourpreviouscur
ricu
lum,therew e
renop re-dete
rminedthem at
iccontent
stobe
dea
ltw i
thinourO ra
landW r
it
tenEngli
shsubjec
t s
,soaftert
ryingsomedif e
ren
tsyl
labi
in
pr
eviousy e
ars
,from2017on Ide c
idedtouseOr a
lEnglish3tod i
scusswithmystudent
s
aboutCrit
ica
lLiter
acy(CL)andaboutCrit
ica
lVisua
lL i
teracy(CVL)
.
Inthef rs
tbime s
terofou r2019cou rse,reg ardingC L
,wed iscussedabou treadingthe
wor
ld(Frei
re;Ma cedo,2011;Gregory;C ahi
ll
,2009 ),theso c
ialconstru c
tiono fknowledge
(JANKS,2014),howone ’sso ci
alandph ysi
c alpo sit
ionsaf ec
tone ’ste x
tp roduct
ionand
inte
rpretat
ion(JANKS ,2014),theimpo rtan ceofde ve
lopingas kepticalatt
itudetow a
rds
whati
sn a
tural
izedandp resenteda sthet ruth( LUKE;onl
ine),andthe impo rtanceof
quest
ioningissue sofpowe r(CO FFEY,2008 ;G rego ry
;C ahi
ll
,2009 ),amongo thers.We
a
lsodi scus
sedcon ceptssucha sre-rep resent a
tion( JANKS,2014 ),langu age,subjec
t
andculture(JORDÃO ,2013 )
,cri
tic
alandc r
itical
it y(TÍ
LIO,2017),ideolog y(JANKS,2014;
Thomp son,2009 )
,amongo thers
.W etriedtoe xperiencethistheo ret
icalframewo rk
in
prac
ticeb ydiscussingonlinenew srepo rts,Fa ceboo kando therso c
ial mediapo s
ts
,
memes,song ly
rics,poem s,etc
.
Inthese condbimester
,Istarted work
ing w i
thCV L mo
respe c
if
ically
,e xpanding
student
s’per
cept
ionseven moreaboutwha tread
ing means
,aswestartedtodedicate
ourse
lvestoexp
lor
ingresourcestoreadimage sand mu
lt
imodaltext
s.Ou rwo r
kw ith
imageswa scen
teredinthefol
lowingthreestepsinth
ink
ingaboutloo k
ing,proposed
byJanks(2014
,p85 )
:
F
igu
re3–Th
rees
tep
sinth
ink
ingabou
tloo
king
WHA
T/WHO
? HOW
? WHERE
?
Thev
isu
alcon
ten
t: Rep
resen
tat
ion
: Con
tex
t:
Whoorwha
tisintheimage
? Howarepeople,pl
a c
esor Howistheimageu sed?In
Wh
atdoyousee?Whois th
ingsrepre
sented?Sho
ts? wha
tcontext–tex
tual,soc
ial
,
shown?Who i
sn’
tshown? Angle
s?Light
ing?Colou
r? po
li
tica
l?Wh a
tisthet e
xt’
s
Eyecon
tact?Etc
. purpose
/genre?
Sou
rce
:JANK
S,2014
,p.85
8
For moreinformation onthe CEFR
,p le
asecheck
:ht
tps
:/
/www.coe
.in
t/en
/web/
common-eu
rope an
-
fr
amewo r
k-ref
erence-l
anguages/home and h
ttp
s:
//www
.br
it
ish
counci
l
.org
.br
/quad
ro-
comum-europeu-
de-
ref
erenc
ia-par
a-l
ingu a
s-c
efr
.
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..
|6
7
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
West
artedan a
lyzingimagesbydesc
rib
ingthei
rcontent
,bu
tthi
sdoesnotme anthatwe
c
lear
lyfollowedasequen ce
.Asw edescr
ibedthecont
ento
ftheimages
,w ecommen ted
onis
suesr ela
tedtor ep
resen
tat
ionandonhowbo thconten
tandrepre
sentat
ionw ere
pot
enti
allyinfuencedbythesoc
ia
l-h
i s
tor
ica
lcontex
tinwhi
chtheimage
sw ereproduc
ed
anddis
tributed.
Thestepthatexplor
esthev
isualcon
tentof
im ageswa
sv e
ryuse
fulfors
tuden
tstost
a r
t
observ
ingth a
twh a
tisnotshown m a
yalsobe meaning
ful
.Forthisrea
son
,w ealso
pra
cticedquest
ioningwho mightbebenef
ttingf
romwho /wha
tw asbe
ingshown/not
shown intheimages.
Thestepth atexplo r
esr epresen tat
ionopenedanoppo r tuni
tyfor metohighlightvisual
resour cesKr es
sandv anL e euw en(2006 )d ea
lw ithinth e
irGramm arofVisualDesign.
Therefor e
,Icou ldd iscus sth eid ea
tion a
l,inte
rp erson a
landt extualm e
tafun c
tionso f
im agesw ithm ys tuden ts
.A c cord
ingtoK r
e s
sandv anL eeuw en
,ju s
tli
keverb a
llangu age
,
im age salsosimu ltaneou s
lyr eal
izewh atH a
ll
iday(1985 )nam eda sm eta
fun ct
ions.For
examp le,im agesrepresen tth ings
,e ventsandpeop le(ide at
ionalme ta
funct
ion);through
angle
,sho tande y econ tact
,ther ep
r esentedp a
rt
i c
ip antsinim agesinte
ractwithu s
,the
v
iew ers(interperson a
lme tafun ct
ion)
;fn al
l y
,theelemen tsdi
splayedonap ieceo fpape r
,
onab il
lbo ardo ronas creen ,fore x
amp le,areorg anized intermso f‘
info
rm ationvalue’
(centralorpo lar
iz ed
),s a
lien ce(m ax
imum /m in
imum )and f
raming (minimum /m ax
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conne ction/disconne c
tion )
.
Thes
t epthatexploresthecont e
xtoftheimagesins
tiga
tedstudent
sto inves
tigat
ethe
sphe
resof:a
)Discurs
i veprac
tic
e (
FAIRCLOUGH,1992)
,inwhichthe
im agesw e
reproduced
anddi
str
ibuted
,w ithwh atothertext
stheyd
ialogued
,wh a
tdiscou
rsestheym ate
ria
li
zed,
andb)socia
lpractic
e (FAIRCLOUGH ,1992)
,inwhichis
suessuchaspow e
rrela
tionsand
ideo
logiesw e
ree xplored.
Inorde rtopract
i c
ethe sethrees teps
,w em a
inlywo rkedw ith im age
sth a
tw eresh ared
onF aceboo kandon Instagram inthatfrs
ts em e
st ero f2019 .A tthat mom ent,th e
re
werelotsofpostsonso cia
l med iashowingre
le van
tr esearchbe ingdeveloped inpub l
ic
Bra
zi
lianun ive
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tiesasar esponsetothecommen tsofou r
fo rme rm in
is
tero fedu c a
tion,
Abrah am W e
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l
fundingde st
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sit
iesasaw ayofpun ishingthe sein
sti
tutions forwh at
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rer e
l a
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|6
8
AR
ES|Ad
van
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inEng
l
ishS
eri
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º13
F
igu
re4–Asm
al
lsamp
leo
fthe
image
sdi
scu
ssed
inO
ralEng
l
ish3
Sou
rce
:Im
age
ssh
aredonF
aceboo
kand
Ins
tag
ram
Dur
inga l
lthewo rkw ithim ages
,Ihighlightedseve
raltim esthatin mu
ltimod altex
ts
im agesarenotsubservienttoverba
lt ext
s(KRESS
;van LEEUWEN ,2006)
,im agesarenot
theretosimpl
y i
l
lustrateore x
emp l
if
ywh at
isbeingexpressedthroughv e
rb a
llanguage,
im agesalongwithte xtsconveym eaning;thus
,it
isimpo rtanttop ayat
t ent
iontoth e
meaningstha
tim agesa recommun ica
ting.
Af
terread
ingandd iscus
singabou tC r
iti
c a
lLiteracyandC rit
ica
lV isu
alL
iteracyinour
c
lasses
,studentsde ve
lopedtwov ideop roject
s:Onet i
tled‘Readingthe Wordandthe
Wor
ld’andano thertit
led‘Re ading Im age s
’
,a sw el
lasapho tographyprojectti
tled
‘Mo v
ingonw ithHope ’
.Allthreep roject
srequ iredthatstudentsconnectedwh atthey
hadbeens tudy
inginou rclassesw iththeirowna reasofin
terest
.Thede velopmen to
f
theseproject
scanbebe tterunde rstoodb ylookingatthemf romthepe rspec
tiveof
theknowledgep rocesse
so ftheP ed agog yofMu l
til
ite
racie
s/LearningbyDe s
ign(COPE;
KALANTZIS,2015)
:
T
able1–Know
ledgep
roc
esse
sused
inp
rac
tic
e9
Expe
rien
cingthe Thepro
ject
sw e
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lwithwha
tw ehadbeens
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known ourc
las
sestha
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it
ica
lLi
ter
a c
yandCr
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ica
lVi
sualL
ite
racy
.
E
xpe
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tshadtheopportun
itytoexper
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ethenewb ye
xp and
ingand
corr
ela
tingwhatthe
yh adbeenstudy
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rown
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res
tasw e
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tvideo
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9
A
lthough mystudentsw e
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sonalvideostosh a
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irf
riends
,theyh
ad
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cvideo
,inwh ichtheyspokeinEngl
i sh
.Be s
ides
,onlyoneofm y12student
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|6
9
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
Con
cep
tua
l
izingb
y Student
se xerci
sedcon ceptu a
l
izingb ynam ingastheyreinfo
rcedthe
ir
nam
ing comp r
ehen s
iono fcon ceptsre
latedto:a)C L(
ideology
;con st
ruct
ive
skept
ici
sm ,re-pre
sen t
ation
,po sit
ion
,que st
ioning,etc
.)
;CV L
(
informationv a
lue,sal
ien c
e,framing,angle
,shot,ligh
ting,per
spect
ive
,
etc
.)
;andv ideoediting(bac kg
round,foreground,l
ight
ing,let
ter
ing,
scr
ipt
,etc.
)
Conc
eptua
l
izingb
y Theco
retheor
etica
lideasofCLandVC L,whichwehadbeens
tudy
ing
theo
riz
ing inOra
lEngl
ish3,servedasbackgroundfors
tuden
tstoexp
lor
ethe
mu
lt
imodalgenrestheychosetoinves
tiga
te.
An
aly
zingfun
ction
al
ly Inordertodevelopthei
rpro
ject
s,s
tudentsneededtorefec
tabou
t
wha
tthe ywantedtosayandshow;beside
s,theyhadtobeaw a
reo
fthe
func
tionsofthediferented
it
ingre
sourcestheappl
ica
tion
stheyu
sed
ofe
red,andwh ichonestheywoulduseandwh y
.
An
aly
zingc
ri
tic
al
ly Theproje
ctswe
resuppo
sedtobeoppo
rtun
it
iesfors
tudent
stoprac
tic
e
read
ingthewor
ldcr
it
ica
llyba
sedonwhatweh adbeendi
scus
sing
rega
rdingCLandCVL
.
App
ly
ing Inthei
rpro
jects
,studen
tshadtoa
)respondtowhatwehadbeen
app
ropr
iat
ely study
inginourcla
sses
;b)le
arnhowtousetheafo
rdanc
esofv
ideo
edi
tingapp
li
cations
.
App
ly
ingc
rea
tiv
ely Studen
tswer
efreetochoo
sethei
rtop
icsandtodecidehowthe
ywou
ld
des
ignthe
irv
ideos
.Theycouldbeasc
reat
iveasthe
yw anted
.
Sou
rce
:Theau
tho
r
Inthev
ideopro
jec
t‘ReadingtheWordandtheWo
rld
’
,student
sw er
esuppo
sedtochoo
se
oneofthetop
icsd
iscus
s edinourc
lasse
sandconnect
ittothei
rownareaso
finte
res
t.
Someofthethemestheychosetoe
l abo
rateonwer
ethefo
llowing
:
• Thed
ife
ren
tro
leso
fther
eade
rinou
rcon
tempo
rar
ytime
s;
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rat
ion mode
sof
ideo
log
ies
int
ext
s;
• theconc
eptofre
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sentat
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inthe
ligh
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and
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• howat
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ame
issue
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tm ade i
tv e
ryclearhow importan
titistoinc
ludetimeinourlessonplanning
forstudentstoefectiv
elyworkwithande xpr
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l v
esaboutwhattheyarelearning
.
Theped agogical movemen ts
/know ledgep roces
se sofanalyz
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lyand
cr
itica
ll
y)andapp lying(appropr
i at
elyandcreat
ivel
y)allowstudent
sto:a)Refe ct more
deeplyabou twh a
tthe yarestudying;b)makeconne ct
ionsbetweenwh attheya l
read y
knowandwh attheyst
il
lneedto le a
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izethei
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ess,giv
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voicetotheirown ident
it
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sts
.
10
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vai
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ttp
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..
|7
0
AR
ES|Ad
van
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inEng
l
ishS
eri
esn
º13
Inth ev id eop roject

‘Re adingIm ages
’
,s tud entsw eresuppo sedtochoo sean im ageo f
theirintere s
t( am agazineco ver
,apicture inaso cia
lmed iapost,animage inat ex
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l ybyt ak
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ionandcon text.InFigure5
below,Ih av em adesomes creensho t
softhev ideo inwh ichoneo fm ys
tuden tsanaly
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t,amongo ther
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lyshow edhowBe yoncéw a
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kwom anontheco vero fVogue,andfn ishedb ybringing
some inform ationth a
tpo intedtowh yintod a
y’ssocietyBe yon c
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ideredtobea
symbo loftheempow ermen tofblackwomen .
F
igu
re5–S
creensho
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favideoprodu
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tuden
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ct‘Re
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Sou
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relevanttopicss
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|7
1
AR
ES|Ad
van
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ese
arch
inEng
l
ishS
eri
esn
º13
F
igu
re6–As
amp
leco
l
lageo
fimagesusedbyOr
alEngl
ish3s
tuden
tsinthe
irv
ideo
s
Pro
jec
t‘Read
ingImage
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Sou
rce
:Theau
tho
r
Thepho togr
aph yp ro
jec
t‘Mo vingonw i
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ivatedb yth eso c
io-h
i sto
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rof2019.Pub l
icunive
r s
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at
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ckandw e
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lgo v ernm ent .Be
11
ing
frequentl
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ttack
sw asbeginningtowo rryth ewho lea cademic
commun ityaboutthe fu
tureofpub l
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tiono fqu al
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lue
form anypeopleinoursoc
ietyand i
tisarightm an
ypeop learewil
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r
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tof
mystudentspart
icipat
edindemon s
tra
tionsinfavo
ro fpubli
cun i
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tiesth a
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|7
2
AR
ES|Ad
van
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arch
inEng
l
ishS
eri
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º13
a mos a
icofke yideastheya s
so c
iat
edw ithU FPR.A sw ecanseeinF igure7be low,thei
r
representa
tionsshow edU FPRasatradit
ion a
lpublichighe
redu cat
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titu
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ture
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ofthehistor
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ldingofU FPR)
,ap lacetheya s
sociatedwi
thknow ledge (
the l
ibra
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Hum anS c
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ialonat able)
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reanda rt(thep a
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ldingswhe rew ehaveourcl a
sses
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ethe ysocial
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arned
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ty(ano t
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ldings
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,ap lacethe yw erewil
l
ingtofgh t fo
r(api ctu
ret akenduring
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rat
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F
igu
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tur
estakenbyOra
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l
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tuden
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Photog
raphyp
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vingonwi
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S
our
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tho
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IfIthinkabou twh atIhadp lannedtod iscusswithm ystudentsinO r

alEngl
i sh3 interm s
ofcon ten
t,C LandCV L,iti
sc learto m eth a
tIcou ldsti
llh avepromo ted m ystud ents’
cr
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llangu ageedu cat
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fh adno two r
kedw i
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li
t e
racies.
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lassd i
scussions,eventu a
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lt e
stsando ra
lp resentat
ion s
organizedb ythes tudentsIcou ldh a
vea chievedthisgo altosomee x
tent
.How ever
,b y
dev e
lopingthiswo rkfromthepe rspectiveofmulti
literac
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rtain
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icesth atnoton lyencou raged m ystudents
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|7
3
AR
ES|Ad
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say
.Byobservingthei
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velofcomm i
tmen ttothepro
je c
ts,thei
reforttot
rytoove
rcome
thedifcult
iesthe yfacedwh ileprodu c
inganded it
ingthe i
rvideos(aprac
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eth a
t,by
thew ay
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i veb y mostofthem inthes ensethattheyunder
stoodtha
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)andth ei
rfeedbackonhow
muchtheylearnedfromoneano therindif e
rent momen tsofthede ve
lopmentofthe
pro
jec
tsm ade mee v
en mo reconfden tins a
yingthatyes,promotingcr
it
ica
leducat
ion
w
ith mul
ti
li
teraciesm adead iferencein myO ra
lEngl
i sh3classes
.
4
.“F
ina
l”
rem
ark
s
Iti
salway sdifculttogettowh a
tw ecal
l“fnal”
rem ark s
.Iusua
llyfeel
Iwouldliketos a
y
muchmo rethanthegen recon s
tra
intsofaboo kch ap
terallowsmeto ;andwhenw eget
athought-provokingquest
ion l
iketheone Ire
ceivedto in
iti
al
lypreparemytalkandthen
th
istext
,thisfee
lingge t
se venmo r
eintense.Anyw ay
,IjusthopethatIhav
em adea tleas
t
m
inim a
l
lyc learm ypercept
ionth a
ty e
s,i
tispo s
sibletop romotecrit
ica
leducat
ionw i
th
mu
lti
l
itera
cies,bu
t itrequ
iresunders
tandingmu lt
i
liter
aciesasontology
,asepi
stemo logy
,
asprac
ticesanda sar eper
toir
eo fprac
tices
.
AsIh avesaidaf ewt im esinthischapter

,th ewo rkw i
th mu lt
iliteracie
sis mu ch more
comp lexth ans implyu s
ingnewt echnologiesandr eque stings tudentstop rodu ce
mult
imod a
lgen res.Asam atteroffa
ct
,Iunde rstandth a
tthewo rkw ithmu l
ti
li
t e
raciesdoes
notne ce
ssari
lyh avetoinvolvenewt echnologies
,bu titdoesh av eto invo
lveanopenne s
s
tomu lt
imod al
itytosomee x
tent
.Beingmu lti
lite
rateinvolvese xploringtheafo rdancesof
langu agesingene ra
l:V e
rb a
llanguage,thelangu ageo fim ages,the languageo fmo vie
s,
thelangu ageo fg ames,and m anyothers
,depend ingonthe mu lt
imod alensemb lesw e
wanttowo rkw ith.Mor eover
,being mult
il
iteratealsoimp l
ie sthin k
ingabou tissuesli
ke:
Why?T owhom ?How (wh ichmode s)
?Inwh atcir
cum s
tances?Wh a
t for?whende s
ign
ing
meanings.Ino therwo rds,ithastodow itheng agingbo tht ea ch er
sands tud ents
in
thinkingabou ttheafo rd ance
sand l
im i
tationso f meaningp rodu ct
iona c
ross mode s
.
Mostimpo rtan t
ly,perhaps,promo t
ingc r
itica
ledu cat
ionw ithmu l
til
it e
rac
iesh astodow ith
conne ct
ingthewo r
ldandthewo rd/im ages/sounds/mo vemen tsand lookinga tdi ver
sity
assome thingpo s
itive
,andno ta ssome th
ingth atneedstobea voided
.Ith astodow i th
unde rs
tand ingth atou rstuden tsh aved ifer
en tl
ifeexperiences
,th a
ttheyr e
l a
tetowh at
theya res tud y
ing indif e
r entw a y
s,andth atthe yneedsp acetovo iceth ei
rpo int
so f
v
iew ,theirop inion sandtheconne ct
ion sthe ycane s
tablishbetw eenwh atthe ya l
read y
knewandwh atth eyarele arn
ing .Li
s teningtowh atours tuden tshavetos a
yc anb ea
real
l yen r
ichinge xper
ien cefortheg roupo fstuden t
sa sawho leandfo rus,tea chers
,a s
wel
l.Promo tingc r
iticaledu cationw ith multi
lite
raciesisaw ayo fst
imul a
tings tuden t s
toa cti
v el
ye xperim entwithwh a
tth eya relearn
ing,articulat
ingth iswithwhoth e
ya re
asindividu a
l sanda s membe r
so faso c
ie ty
,ande xp re
ssingthem selve
sw ithav a r
ietyo f
resou r
c esa vai
lable inour mu lt
imod a
lwo r
ld.
D
e
A
l
v
e
e
lop
s
s
ingc
and
r
ri
t
ic
aCou
a
t
l
languag
inhoFern
eedu
and e
s
ca
t
ionw
i
thmu
l
ti
li
ter
aci
esin
thec
ont
exto
fin
i
tia
ltea
che
redu
cat
ion
.
..
|7
4
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
R
efe
ren
ces
ANSTEY
,Michè
le;BUL
L,Geof.Foundat
ionso
f mu
lt
il
ite
rac
ies:Re
ading
,wr
it
ingandt
alk
ingin
the21s
t
C
entu
ry
.Nov
aIorque
:Rout
ledge
,2018
.
BRAS
IL
.Mini
sté
riodaEduca
ção
.Ba
seN ac
iona
lComumCur
ricu
lar
.Br
así
l
ia:M
EC,2017
.Di
spon
íve
l
em:h
ttp
:/
/basenac
iona
lcomum
.mec.go
v.b
r.Ace
ssoem
:20out
.2021
.
CANAGARA JAH,Sure
sh.Trans
languaginginthecla
ssroom
:Emerg
ingis
suesfo
rrese
archand
pedagogy
.App l
iedLinguist
icsRev
iew,[ S
.l
.
],v
.2,n.2011
,p.1
-28
,2011
.Di
sponív
elem:ht
tp:
//
dx
.doi
.org
/10.1515
/9783110239331
.1.Acessoem:20out
.2021
.
COFFEY
, He a
ther. C rit
ica
l L i
tera
cy. A va
ilab
le at: http
s:
//te
achinga
round
.com
/
up
loads
/1/2
/2/8/122845797/c
ri
tic
al_
li
terac
y_cof
ey.pd
f.A
cce
sson
:Jan
.25,2021.
COPE
,Bil
l
;KA LAN
TZIS
,M a
ry
.Mul
ti
li
tera
cie
s:L
ite
rac
yle
arn
ingandthede
signo
fso
cia
lfu
tur
es.
Nov
aIorque
:Rout
ledge
,2000
.
COPE
,Bi
ll
;KALANTZ
IS
,Ma
ry
.Apedagogyo
fmu
lt
il
ite
rac
ies:
lea
rningb
yde
sign
.I
ll
ino
is
:Pa
lgr
ave
MacM
il
lan
,2015
.
CURI
EL, Luci
aC a
rdena
.T extur
ing w i
th mul
timoda
l textsacro
ss conten
ta reas: a
tr
anslanguag
ingmult
il
ite
rac
iesappro
achtote
ach
ingand
lea
rning
.2007
.239f
.Tese
(Douto
r ado
)
–TheUn i
vers
ityo
fTexa
satAustin
,Aust
in
,2017
.
FA
IRC
LOUGH
,No
rman
.Di
scou
rseandso
cia
lchange.C
amb
ridge
:Po
l
ityP
res
s,1992
.
FR
EIRE
,Pau
lo.Aimpor
tân
ciadoa
todele
remt
rêsa
rtigo
squesecomp
letam.S
ãoP
aulo
:
Co
rte
zEdi
tor
a,1987
.
FR
EIR
E,P
aulo
.Edu
caçãoe mudan
ça.R
iodeJ
ane
iro
:Pa
zeT
err
a,2014
.
FR
EIR
E,P
aulo
;MACEDO,Dona
ldo
.Alfabet
ização:le
itu
rado mundo
,le
itu
rad
apa
lav
ra.T
radu
ção
Ló
l
ioLou
rençodeO
li
vei
ra.R
iodeJanei
ro:Pa
zeT e
rra
,2011
.
GARC
IA,O
fel
ia
;W E
I,L
i.Tran
slanguag
ing
:Langu
age
,bi
l
ingu
al
ismandedu
cat
ion
.No
vaIo
rque
:
Pa
lgr
aveMacmi
ll
an,2014
.
GR
EGORY, AnneE
.
; CAH
ILL
,M a
ryA.
. Cons
truct
ingcr
it
ica
lLitera
cy:Sel
f-refe
xiv
ew a
ysfor
cu
rr
icu
lumandpedagog
y.C
rit
ica
lLi
tera
cy: Theo
rie
sandPrac
tic
es,[S
.
l.
],v
.3,n.2
,p.6-16
,2009
.
HA
LLIDA
Y,M
.A.K
.An
int
rodu
ctiontofun
ctiona
lgramma
r.Lond
res
:Edw
ardA
rno
ld
,1985
.
JANKS,Hi
lar
y.Do
ingc
rit
ica
lli
tera
cy:T
ext
sanda
cti
vit
ies
fors
tuden
tsandt
eache
rs
.No
vaIo
rque
:
Rou
tledge
,2014.
JORDÃO,Cl
ari
ssaM.
.Abordagemcomuni
cat
iva
,pedagogiacr
ít
icae le
tramentocr
ít
ico
:far
inha
s
do mesmos aco
?In:HILSDORF ROCHA
,Cláudi
a; MAC
IE L
, Ruberva
lF r
anco(O rg
.)
.Língua
es
trange
iraeformaçãoc
idadã:entr
edi
scu
rsoseprá
tic
as.Campin
a s
:Pontes
,2013
,p.37-54
.
KA
LAN
TZI
S,M
arye
tal
.Li
tera
cie
s.C
amb
ridge
:Camb
ridgeUn
ive
rs
ityP
res
s,2016
.
KRE
S S
,Gunthe
r;vanL
EEUW
EN,Theo
.Read
ingimage
s: Theg
ramm
aro
fvi
sua
lde
sign
.Lond
res
:
Rou
tledge
,2006
.
LUKE
,Al
lan
.Cr
it
icalL
ite
racy.D
ispon
íve
lemh
ttp
s:
//www
.you
tube
.com
/wa
tch
?v=UnWdAR
ykd
cw.
Ace
ssoem:10feb
.2021
.
MAKONI
,Sin
free;PENNYCOOK,Al
ast
air
.Di
sinven
tingandre
con
sti
tut
inglanguage
s.No
va
Iorque
:Mul
ti
lingu
alMatt
ers
,2007
.
D
e
A
l
v
e
e
lop
s
s
ingc
and
r
ri
t
ic
aCou
a
t
l
languag
inhoFern
eedu
and e
s
ca
t
ionw
i
thmu
l
ti
li
ter
aci
esin
thec
ont
exto
fin
i
tia
ltea
che
redu
cat
ion
.
..
|7
5
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
MENEZESD ESOUZA,Lynn Ma
rioT
.; MART
INEZ,Ju
lian aZ
.;DINIZD EF
IGUEIR
EDO ,Edua
rdo.“Eu
sóposso merespon
sab
il
iza
rpelasminhas
lei
turas
,n ãopela
st eo
ria
squeeucito
”:ent
rev
istacom
LynnM a
rioTr
indadeMeneze
sdeSou za(U
SP)
.Doss
iêE spe
cia
lFICCLARe
vis
taX,v.14,n
.5,p.05-21
,
2019
.
SOUZA,L ynn Mar

io Mene zes
; MART INEZ
,Jul
ianaZ eggio;FIGUEIR
EDO ,Edu a
rdo Henr
ique
D
inizde
.“ Eusóposso meresponsabi
l
i za
rpelasminha
sleitura
s,nãopelasteor
iasqueeucito
”:
ent
rev
is
t acomL ynn Mar
ioTrindade MenezesdeSouza(U SP
).Revi
staX,[S.
l
.]
,v.14,n
.5,p.05,
2019
.Disponív
elem:ht
tp://dx
.doi
.org/10
.5380/
rvx
.v14
i5.69230.A
cessoem :20out
.2021.
OL
L ERHEAD,Sue
.Teachinga c
rosssemiot
icmodesw i
thmult
i
lingu
alle
arne
rs:T
rans
langu
aging
in
anAu s
tra
l
iancla
ssroom .LanguageandEdu ca
tion,[S
.
l.
],v
.33,n
.2,p
.106-122
,2018.D
ispon
íve
l
em:http
:/
/d x
.do
i
.org/10.1080/09500782
.2018
.1516780
.Aces
soem:20out
.2021.
THENEWLONDONGROUP .AP edagogyo

f mu
lti
l
iter
acies
:Design
ingsoc
ia
lfutu
res
.In
:COPE,B
il
l;
KALAN
TZI
S,Mary(O
rg.
)
.Mult
ili
teracie
s:Lite
racylea
rningandthedes
ignofsoc
ia
lfutu
res
.No
va
Io
rque
:Rout
ledge
,2000
.p.9-37.
T
ÍL
IO,Rogér
ioC.Ens
inocr
ít
icodel
íngua
:afna
loqueéen sin
a rc
rit
icamente
?In:JESU
S,D
ánie
Ma
rce
lo
;ZO L
IN-VESZ
,Fe
rnando
;CARBONIER
I
,Divan
ize(Org
.
). Per
spectiva
scrí
tica
snoensino
del
íngua
s:no vo
ssent
ido
sp a
raaesco
la
.Campina
s,SP
:Ponte
s,2017.p
.19-30
.
THOMPSON,JohnB
.Ideo
logiaecultu
ra mode
rna
:teo
riaso
cia
lcr
ít
ican
aer
ado
s me
iosde
comun
ica
çãode ma
ssa
.Pe
trópo
l
is:Vo
zes
,2009
.
D
e
A
l
v
e
e
lop
s
s
ingc
and
r
ri
t
ic
aCou
a
t
l
languag
inhoFern
eedu
and e
s
ca
t
ionw
i
thmu
l
ti
li
ter
aci
esin
thec
ont
exto
fin
i
tia
ltea
che
redu
cat
ion
.
..
|7
6
R
ead
ing m
ysel
fas
Iread… myse
l
f:N
ew
noteson mu
lt
i
li
ter
aci
es
An
aPau
laM
art
ine
zDubo
c
Un
ive
rs
idad
edeS
ãoP
aulo
1
.In
trodu
ct
ion
June5,2020
.Iw asuntypi
cal
lywo rk
ingathomeb ythetimeIcameuponth i
sem ai
lsent
byAl
isonGon ça
lvesandRosaneSil
vei
rainv
itingmeto jo
inadis
cussiononmu l
ti
li
tera
cies
andcr
it
icaleducat
ionalongwithm ycol
leagueA le
ssandraCou
tinhoF e
rn andes
.Thet a
lk
waspar
toftheApp li
edLingu
ist
icsQ&AS es
sionsinwh ichw eweresuppo sedtorespond
tothefo
llowingque s
tion
:Howc anw epromo t
ec r
it
ica
leducat
ionw ith mult
i
lit
erac
ies?
Ittookmesomet imetor eplytoA l

isonandRo sanebecause
,asIr eadthepromp tquest
ion
,
Iwonde redwhetherIh adsome thingtosa yonthem at
t e
r
.Wou ldIhavetosaysome th
ing
abouthow mu l
ti
li
t e
rac
ie sedu cationhadbeen impactedwiththep andemicasschools
wereclosedandremo telearn
ingw a
sbeingimplementedb ysev era
leducat
ionalsys
tem s
?
Would Ih av
etos aysom e
thing inr e
lat
iontohowt eachersm ightb eneftf
romd igita
l
techno logytowards mult
ili
t e
ratep rac
tic
e s
,especia
l
lyinf aceo fthephys
i c
aldis
tan c
ing
measure s
? WouldIh av
etop rovid eal
ternat
ivee x
amp lesofhowt eacher
sm ightbring
cr
itic
aledu cat
ionw i
ththeu seo fdigi
tal mul
ti
li
tera
tepr ac
tices?
Isoonr ea
lizedthatIw a sgett
ingintoat rap:Theme tonym i
c a
ltrap,sotospeak,inwhich
ap a
rti
st akenasawho leasIw astrea
tingmu l
ti
lit
e r
acie
sass ynonymou swithnewd igit
al
technologies
.Immed ia te
lyIfoundm ysel
fque st
ioning:Wh yisthatthat
Iam interpre
ting
thatm ytalkhastoraise is
suesond igita
lliter
acies?Are mul
til
ite
ra c
iessynonymou swith
d
igita
lt echnologies?Isth isassoci
ationco rrect? Wheredoe ssu chassoc
i a
tioncome
from? Wou ldlangu ag eteachersalsor a
iseth esedoub tsth a
tIb egantor a
ise? Would
suchassociat
ioncir
cu latesimi
larl
yamongo therlanguageteacheredu ca
torsand l
ite
racy
schola
rs?Wou ldthisallbewo r
thque stioning?
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
Ittookm esom etim eto rea

lizeth a
tm yun eas ew asrela
tedtoth et ens
ion sandamb igui
tie
s
thatIm y
s e
lfw ase xp e
rienc
ingdu r
ingth isp andem ic:Wh i
leIh adto “ft”in toth ewo r
ldof
screensinth emid s
to fonlinepr a
ctices
,Iw asalsoimm ersedintoa r
ichlyhom emult
il
itera
te
prac
ticew ith myth enf ve-year-o
ldd augh ter
,V alent
in a
.Likeag l
imp se,Iju streal
izedthat
mult
i
lite
r ac
i e
sw asou tthere
,do ing it
s job,r eg a
rdlessofs c
r eens,links,cl
i cks,and l
i k
esin
thes everal mul
timod a
le xp e
riencesth atallow m yd aughtertor ichlya cc essth ewo r
ldof
wordsinh erearlyl
it e
racyp ract
ices:Playing,sto ry
-tel
ling,coloring,p lay
ingw ithmod el
ing
c
l ay,cutt
ing,p a s
ting,d ancing,singing,a cting,allkindso fs em ioti
c mod esandcu ltura
l
arte
f a
ctsa ct
iv a
tingh e
rm eaning-m a k
ingp ro cessinh ergradu alen coun t erwithwo rds
(KRE SS
,2003 )
.Li keag limps e
,Ithough t
,fo ra mom ent
:Th at
’s i
t.Mu lti
liter acies
is,
ind eed
,
aso c
ialph enom enonr eg a
rdlesso fdigitalt echnologies.Mu ltimod ality
, intu rn,whichis
consti
tutiveo fa mu l
til
itera
t epractice,has longb eenp resent inhum ancommun ica
tion
andhum an m eaning -m ak
ingp ro ces
s es
.Con sequ ently
, mult
il
i teraciesiso lds tufandno t
necessar
ilydigita
ls tuf.
Th
ist extaim satrecla
imingtheno t
ionofmu l
ti
li
teraciesassocialphenomenon .Indo ing
so
,Ir esta
t etwo impo rtantpr em
ises
:Multi
l
iterac
iesi soldstufand mu lt
i
lit
eraciesisnot
necessari
l yd igi
talstuf.Thea rgumentw asfrs
traiseddu r
ingthet a
lkande xp andedin
arec entco -authoredpub licat
ion(DUBOC;M ENEZ ESD ESOUZA ,2021)wh erea mo re
deta
iledcon ceptual
izat
ion istobefound.How ever
,fo rthepu rposesofthi
st e
x t
,rather
thanp resentingthes ta
t e
-of-the
-ar
tinmulti
li
terac
ies,con c
ep tualre
fer
en ce
sareb rought
tothe forethroughsomeo ftheaudien
ce’
scommen tsandv iewpo in
tsret
rievedfromthe
chata va
ilableonY ouTubePPG Ichanne
l.
1
Asam a
tteroff
act,thee xe
rci
seofinte
ractingw iththeaudien cehastriggeredav eryrichly
mul
tisensor
ialexperienceinwhich,onceIp ressedp l
ay,
Iw assimultaneouslylis
teningto
myownvo ice,watchingm ybod ymo v
emen ts
,re v
is
it
ingm yv isua
laidcho ic
e s
,readingthe
audience
’scommen ts
,and,on c
eag a
in
,r eadingm y
sel
fonthem a
tter
.Ifthetalkpreparation
andthep romp tque st
ionth a
tw asposedto meh adalread yentai
leda “reading m ysel
f”
mov e
inr e
lat
iontohow Icon ce
iveofmu l
tili
teracie
sincont empo rarytimes,gett
ingb ack
tothech a
tandther ecordedvideoplac ed my se
lfonceag a
ininanew mo veinwh ichI
turnedou ttoread m yse
lfasIread… m y se
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thstress
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s
result
sfromth een counterwiththeo th e
r,inth ecase
,th erefectionsb roughtb ythe
audience.Fortho sewho m ightnotb ef amil
iarw i
ththisno t
iono f“read
inga sw er ead
ourse
lves”asacr
itical
li
t e
racyprac
tice
inMene zesdeSouza’st e
rms,theregoe sasyn thesis
:
D
iferentemen tedoconce
itodelei
turasobaperspec
tivamai
stradi
cion a
ld a
pedagogi acr
ít
icaemqueosujei
to-
lei
torconsc
ientemen
tepercebeav e
rd ade
port
r á
sdot ex
to,oexe
rcí
ciodaqu
iloqueMene zesdeSouz
a(2011)cham ade
“
ler-
se lendo’insc
rev
e-senaperspec
tivam a
isrecen
tedelet
ramen tocrí
tico
,
cuja
int e
rp re
taçãote
xtualpa
ssaasertambémr esponsab
il
idadedosu je
i to
-
le
itor
.L erselendoimpl
ica
,em l
inhasgera
is
,esta
rmo sa
ler
tasoucon sc
ien te
s,
nostermo sf
rei
reano
sot empotodosob reo modocomo interp
retamo so
1
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tex
to.Par
at anto,osujei
to-
lei
torpreci
sar e
conhecerqueaqu i
loqu eele
lê
nãoéaqui
loquee stáesc
ri
to,m a
,sim
,aqu i
loqueelenarraparas
i,f
rutodas
s
ignifc
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,jáqueessesuje
itoéentend
ido
aqu
icomoso c
io cu
ltur
almenteconst
itu
ído.(DUBOC,2018,p.18)
2
.Re
ading m
yse
l
fandth
eoth
era
sIr
ead…m
yse
l
f!
June11,2020
.Irep
liedtoAl
isonandRosane
.Yes
,whatanhono
rtobepar
toftheApp
l
ied
L
inguist
icsQ&AS e
ssions
.Iamr ea
llylook
ingforw
ardtoshar
ingthe
sethoughtswith
co
lleaguesandhearfromthem.
Form ytalkprepar
a t
ion,Ifrststar
ted mye xp
loratorystudyb yh av
ingaqu icklookat
thes emina
lwo rkofth eNewLondonG roup (2000)
.D rawingfromth econt
ribut
ionsof
mul
ticul
tura
land mu lti
l
ingu a
lstudies
,th
isg roupo fscholarsm et
inN ewLondonand
pub
lishedthem an
ifesto“APedagogyofMult
i
lite
raci
e s”
(NEWLONDONGROUP ,2000)la
ying
thefoundat
ionofap edagogi
calpropos
ala
im edatthed ev
elopm ento
fmu l
tip
lel
ite
rac
iestha
t
wou
lda l
lowstudentstod es
ignn ewsoc
ial
futuresvis-à-
visag loba
li
zinganddiver
sewo r
ld
:
Weseektohighlighttwop r
incipalaspectsofthi
smu l
tipl
ici
ty
.Fi
r s
t,w ew an
tto
extendtheideaands cop eofli
t e
racyp edagog ytoa ccountfo
rth econt e
xtof
ourcul
tura
llyand lingui
stica
llydiverseandin c
reasinglygloba
li
z edsocie
ties
;to
accountfo
rth e mu lt
if
ariousculturesthatinte
rrelateandth eplural
it
yo ftext
s
thatci
rcul
ate.S econd,w eargu ethatl
iteracyped agog ynow mu staccountfor
theburgeoningv ar
i e
tyoftextfo
rm sa s
socia
t edwithinformat
ionandmu l
timedia
technolog
ies.(… )Indeed,thissecondpo intre
latescloselybacktothef rs
t
:th e
pro
lif
erat
iono fcommun ica
tionsch ann e
lsand m ed
i asupportsande xtends
cul
tura
landsub cultu
raldive
rsity
.(TH EN EWLONDONGROUP ,20 00
,p.9)
Ye
s!Amongthese vera
ltermino
logieson l
ite
r a
cytheory
,thatw asther easonwhyIf r
st
becam esoenthus
iast
icwiththecon ceptof mult
i
liter
acies
:Th eac knowledgm entof
cu
ltura
llyandl
ingui
st
ical
lydive
rselo c
alcontext
sinthedesignof inc
lusi
v eandsocia
lly
-
jus
tlit
eracypr
act
ices
.Consequent
ly,theeme rg
inginnovat
ivelangu ageuseswouldh ave
tob etakenin
toaccountinl
ite
r a
cy ins
truct
ion,par
ticu
lar
ly,inrelat
iontoth e mul
tip
le
semiot
ic modesmadea v
ail
ableindiferentdig
ita
l mediaasIm ysel
fh avesta
ted
:
Aedu caç ãoquesep retendere le vantepre c

isav alor
iz a
releg it
im aras
mul
ti
ssem iosesoumu lt
imod a
lidade spresentesemp r á
tic
a sdelet
r amentos
nãoescolaresdesenvolv
id asporc r
ian ç
aseado lescenteseme spaçosoutro
s
quen ãooe scola
r.Legitim a
re s
sa s mult
issemiosesnoe spaçoe sco
laré
premis
sa fundamen ta
lp araum aedu caçãol
inguíst
icaqueme lhorresponda
àsdem and a
scon tempo râne as
,comop ré-condiçãop araafo rm açãode
suje
itos multi
/tr
an s
letradosqu esejamc ap azesdem anipularosd ive
rsos
modossem iót
icos
,f azendou sop lenod asno v a
se stét
i caseme rgentes
concomit antementeaum aatitudeé ti
c aecrít
icadiantede ssesno vosuso
s
dal
ingu agem .(DUBOC ,2015b ,p.685 )
Noonec andenytha
tdig
ita
lmediat
echno
log
iesh
ave
fos
teredneww a
ysofco
llabo
rat
ion
,
d
ist
ribu
tion,sh
aring
,andexpe
rimen
tat
ion
(DUBOC
,2011
,2015a
,2015b
,2016)
.Asam a
tte
r
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inEng
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eri
esn
º13
off
act
,thish a
sbe comee ve
rmo reevidents
in c
etheoutbr
eakoftheCOVID-19pandemic
asm anyp eoplecou ldstayconne c
tedandt acklewi
thph y
sic
aldi
stanc
ingsideef ec
ts
thankstodigita
lte chnolog
ies
.Remo te
le a
rningw a
ssoonadoptedespec
ial
lyatschoo
ls
fromthep riva
tese ctor
.Homeof cepract
iceswereal
soadoptedbycomp anie
sal
lo ve
r
thewo r
ld.Delive
r yservice
sw er
e incre
ased.M anyofusbecamesohighl
yconne c
tedin
the mids
to fso man ydail
ycli
cks
,links
,likes
,l
ives
.
Ifontheoneh andag reatnumbe roftu tori

alssooneme rgeda saw a ytop ro v
idet ea
che r
s
w
ithon linet echn ica
ltri
c k
ssoa stohe lpthemr apidly“ ad ap t”tothenewr ea
li
ty,onthe
otherIcou ldno tstopthinkingabou thowthep andem i ch a swidenedtheab y
ss a
ll
ine s
inawo rldh i
sto rica
llym a
rkedb yg reatso c
iald i
sp ar
itie s(SOU SASAN TO S,2007).Icould
notstopth inkingth atCOVID -19h asex acerb a
tedd e ep in equ i
tie
s inth ea va
i
lab i
l
ityo f
education.A cco rdingtotheUN IC EFRepo r
tEdu cationonho ld,
2
re
le ased in2020,97%o f
theregion ’
sstuden tshasbeendep rivedo fschoolinga ct
i v
itie s
;and,a ccord ingtoUN E SCO
proje
c t
ion sta k enfromth es am erepo rt
, mo reth an3 .1 m ill
ionch ildr en,adol escents
andyou thinL atinAm eric
aandth eC aribb ean m ayn e verr eturntos choo ldu etoth e
pandem ic.Wh i
le Ir e
adthesest a
ti
stica
lfgu res,Ithinko ftho sech i
ldren l
iving invulnerable
s
ituation sasar esul
tfromtheab senceo fef ectiveso cially-justpub l
i cpo lic
ies
.Bu tIalso
thinkofch i
ldr en fromw eal
thierfamil
ieswhom igh ta
l sobesuf er
ingph ysical
ly
,men tal
ly
,
emo t
ion allyasm anyar
edep rivedfromther ighttobe int eg ra
l(DUBOC ,2020 ).
Onem ightwonder
: I
sthisakindofcr
it
ic
ismag a
instdig
ita
ltechnolog
ies?No ,nota
tall
!A s
am atte
roffac
t,Irest
atewh atIhavepubl
ishedinthelas
tye a
rsinrela
tiontohowd igita
l
technologie
sh aveop enedupth eterra
inforn ew modesofcommun i
cationa
llowing
peopletointe
ractin morecol
laborat
iveande xper
imenta
lw ays.None the
le s
s,mym ain
argum enttowardsar ec
laimingof mult
il
ite
raciesasasocia
lph enom enonthatisold
stufandno tn ec
e s
sari
lydigita
lstufsimplyaimsatinv
it
ingt eacherstoa cknowledge
mul
timod a
land mu l
ti
li
tera
tee xper
iencesbeyondthedigi
talrea
lm .
Bythet
imetheNewLondonGroupschol
arsmetbackinthe
late90stodi
scu
ssthe
futur
e
ofl
ite
racys
tud
ies
,the
ypickedthet
erm“mu l
ti
li
ter
acies”be
aring
in mindth
atthepref
x
mul
ti
- wouldencompa
sstwoaspects
:
Wedecidedtha
ttheoutcomesofourdiscu
s s
ionscouldbeen c
ap sul
atedinone
word
,‘Mult
il
ite
racie
s’—awordw echosebe causeitdes
cribe
stwo importan
t
argumentsw emighthavew
iththeeme rgingcultura
l
,ins
titu
tional
,andglobal
orde
r.Thef r
stargumenteng ageswiththe mu l
tipl
ic
ityofcommun ica
tions
channelsand media
;thesecondw i
ththe incr
e as
ingsal
ienceo fcul
tura
land
l
inguisti
cdiver
sity
.(COPE
;KA LANTZIS,2000,p.5)
It
’sbeenne ar
ly25yearssincethepubl
icat
iono
fth
isseminalbookand,to mym
ind,the
te
rmh asp robabl
ybe comes ynonymousw i
thd
igi
talte
chnolog
iesalongwithacert
ain
me
thodologiza
tionasdiscus
sedb yDubocandMenezesdeSouza(2021
).Tha
tiswhythe
autho
rs(
ibid.
)proposetodelinktheconcep
tofmul
ti
li
ter
acie
sepistemi
cal
lyandd
igit
al
ly.
2
A
vai
lab
lea
tht
tps
:/
/www
.un
ice
f
.org
/la
c/en
/edu
cat
ion
-on
-ho
ld
.Ac
ces
sAp
ri
l16
,2021
.
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:Newno
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aci
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|8
0
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
Myre
fram
ingon mult
il
ite
racieswashighlyinfuencedbytwoope ra
tingfor
ces
:Onthe
onehand
,m yhom e mu
lti
l
it e
rat
eli
vede xp e
rienc
esw i
thValen
tinaasa mothe
rcoping
w
iththechal
lenge
sofh av
ingayoungch i
lda thom edur
ingqu ar
antine
;ontheother
hand
,m y mos
tre
centread
ing sondecolon
i a
li
tyasa l
anguageresear
cher
.
Outofthem anyd eco

lon ia
ll essonswh ichh asb ecom ed e
cis
iveto m yrecentcrit
icismson
mul
ti
li
terac
iesasoldstufandno tn ecessar
il
yd igi
talstuf,
Ireca
llDu ssel
’s
(2 016)discuss
ion
ontransmod e
rnity
.B ystat
ingth athis
torica
llinearityi
sa m y
thandb yad vocatingin favor
ofaninte
rtwineddi a
logu eamongd iferentculturalsys
tem s
,Du sse
l( 2016)probl em a
tize
s
theterm “post
-mod ernity”andp ropo sestoch ang etheterm softh econ versat
ions ince
o
ld e
rp er
iph e
rica
lcultur espr ecede mod e
rnityand ,thus
,couldn eve
rb et akena spo st
-
modern
.Wh enDu s
s e
l( 2016)rightlyproblem atizestheterm“post-mod ern”
,h eisa ctual
ly
acknowledgingplur
iv e
rsal
itytoth edetr
im ento fmod e
rnEuropea sthepo intofr e
ference.
Dusse
lled m etocrit
ic a
l
l yref ectonth el
im itsoft ak
ing“post-t
ypog raph i
c a
l”so c
i e
ties
,
forins
tan ce
,a ss
trong lya ssociatedw ith multi
litera
teso c
iet
ies— aga
ina m e
ton ym ic
al
unders
tandingtha
tm ightendupd enyingco-exist
en ce?—wh er
e a
s,
ind eed,multiplesemioti
c
modesthatm arkd
if e
r entso c
io cu
ltural
liter
ac ypractic
esprecededigita
lt echnologies.
I
,then,s tar
t edtosee ksuppo rtinpub l
icationsthath aveacknow ledged mu lt
imod a
li
ty
innon -digitalcommun icat
ion ,in c
ludingnon -W estern meaning m ak
ingp rocessesas
theK axinaw a mu l
timod alw r
iting(M EN EZ ESDESOUZA ,2001 )andth ee xtra
linguist
ic
p
luri
lingu a
le tho sin IndianandP ak
istancommun it
ies(KUBCHANDAN I
,1998 )
. WhileI
wasathom ew ith m yf v e
-ye a
r-oldd augh terwhow asabou tto learnhowtor eadand
wr
ite
,Isoonp aidatt ent
iontohowth erichemo tional
,bod i
ly,tactile
,visu a
landaud io
experiencesw eh adtog ethercon s
ti
tutea mu lti
lite
ratepr act
ice,r egardlesso fdig
ital
technologies.I
,then ,r e
reada f ew l
ite
racys chola
rs,part
icul
arlytho sewhoh a veanalyzed
l
iteracye ventsamongch ildren3
(BOCK,2016 ;HEA TH
,1983;KR E SS
,2003 ;amongo thers
)
andreassertedtheau thors
’viewonhowch i
ldrenseemtomo veeas
ilybe tw eenanda c
ross
semiot
i cmode s,howthe yfreelyandc rea
tiv e
lyusear angeofsem io t
icresourc esathand,
ava
ilableintheen vironmen t 4
.A sBockclaim s
,“[m]ult
imod alped agogie srecogn i
seth a
t
chi
ldrenu seav ar
ietyo fmode sandm ate
rials—wh a
teveri
s‘toh and’— tom akeme an
ing,
dependingonwh atc apture
sthe irintere
stonth a
to ccas
ion.”
(2016 ,p.15 )
Dr
aw ingf
romso cialsemio t
ictheory,Bezeme randK re
ss(2015)stat
eth a
titisthesem iotic
resourcesthatpro v
ide inroadsintol e
arningandno ttheoth erw a
yaround(B EZEM ER
;
KRE SS
,2015).
Inth isresp ec
t,theau thorsviewr esou
r ce
fulnes
sa sak eycon ceptw ithin
atheoryo fcommun ic
ation inwhichsem iot
ic modesa recul
tural
,ne ve
run iversa
l.The y
con ce
iveofcommun icationasalw ayssh apedb ytheen v
ironmen tasw e
lla sthosewho
ac
t ini
tandr e
fusetou senewt e
rmino log
ie ssuchase-
,m icro
-,dig
ital
-andon linelearning
as
sum ingthat“
learningislearn
ing,andth atcommun i
c a
tioni
scommun i
c a
tion”(BEZEM ER
;
3
Kre
ssandJew
it
t(2003
,p.01apudBOCK
,2016
,p.3)def
ineamod
ea sa“
regu
lar
isedorgan
isedse
tofre
sou
rce
s
fo
r mean
ing-m
aking
,inc
luding
,image
,gaze
,gestur
e, mov
emen t
, mu
sic
,speechandsound-e
ffe
ct”
.
4
A mo
rede
tai
ledr
eviewonthe
sel
ite
rac
yau
tho
rsm
igh
tbefound
inDubo
candMene
zesdeSou
za(2021
)
.
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:Newno
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ti
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aci
es
|8
1
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
KRESS
,2015,p
.9-10
).Inst
ead,the
yrefe
rtocommunicat
ionindig
ita
lenvi
ronments
,fo
r
ins
tance
,asaw a
ytop r
eventthemse
lve
sfrompr
e-det
erminedsem
iot
icconven
tion
stha
t
wou
ldrespondtopr
e-defnedcommun ica
tiv
eenvi
ronments
.
MenezesdeSouza
’sdi
scuss
ionon l
ite
racy
-in
-the
-singu
larre
lat
esandexpand
sthedeb a
te
aroundth
eadop t
ionofnewtermino
logi
esasadd
r es
sedb yB
ezemerandKr
ess
.Ac
cordingto
theautho
r,i
tisthepr
act
icestha
tturnouttobeplura
l(DUBOC;MENEZESDESOUZA,2021)
:
Th
i sbeg sthequest
iono fwh atis
in vol
vedwhenthephenomenon (
li
terac
y)
asw el
la sthesi
tuatedp ra
ctic
esar eplural
ized(
li
tera
cies
).Dow eseel
ite
racy
initssingula
ri
tyasas ingu
larstab
lephenomenonwh i ch
ismerelymani
fest
ed
d
if erent
l y
indifer
en tcontext
s?O rdow eseethes
ingula
rconceptofl
ite
racy
notassingular
inthesen seofaf xedstablesemiot
icproce
ssbutasasemiot
ic
onto-epistemo
logica
lp roce
sswh ichiscomp le
x,openandd yn
amic?(DUBOC;
MEN EZESD ESOUZA ,2021,p.564)
O
kay.Iad voc
ateinf a
vorofacknowledg
ing mu
lt
imoda
li
tyand mu
lt
il
ite
rac
iesbeyond
d
igi
tal
ityb yc
laimingthe
irsta
tusassoc
ia
lphenomenontha
tiso
lds
tuf.Oneelementi
s
e
ssent
ialinsucha rgument
:Thebody.
A
lthoughtheNewLondonG roup(2000,p.26)h a
srefe
rredtoa“ ges
turaldesign
”within
thei
rDesignelemen tsasoneofthesem iot
ic modesm adepossiblein meaning mak
ing
proc
esse
s,Ibroughttheis
sueofthebod yduringm yta
lkat
temptingtop lac
eanemph as
is
oncontextands i
tuatednes
s.On ceagain,
Id i
scusscont
extandsituatednesshere
inlight
ofdeco
lonia
lthought,whichm ake
sal
ldif erencewhencomp a
redtoSo c
iol
inguis
tic
sth a
t
openedthep athtow a
rdsanunderstandingoflanguageasdiscursi
v eprac
tice
.
Whatdecolon ia
lstudiesb r
ingtothefo re— andhe reIthinkth a
tthisisthe mis
sing
e
lem ent
,fo rinst
an ce
,inBe z em erandKress
’s(2015)discus
siononth e importanceof
theen v
ironmen tincommun i
cation—isthelocusofenun c
iat
ion,tha
t i
s,thespacefrom
whereonespe aks.Inth
isr espect, Meneze
sdeSou za(2019
)h asproposedtobringthe
bodyb ackintoourped agog iesinthesenseofpr e
ven t
ingourselv
esfromun iv
ersa
lism,
norm a
tivi
ty,stand a
rdi
z a
tiona sw eareloca
ted intimeandsp aceandc ar
rysingu l
ar
memories
,n arr
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,experien ces
.
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,Mene zesdeSou zastat
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in volvesde-un
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alknowledges
,
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spec
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,indeed,su ch
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,fromthepe rspect
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li
t y
,su cha cknowledgmen t
ofwh atw ehaveath anddoe ssome thingbigge r
:I tprev en
tsou rselv e
s f
rom inte
llectu a
l
andped agogicalsubjug at
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tIm ysel
f
attemptedtodowhen Isha redm yhomemu lt
il
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andhow ,asasubjectloc a
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endedupde link
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iteraciesandt echnologies
asw e
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ti
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teracies.
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Sou
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Thisgoesh andinh and withtheco reargumen tpo sedhere:Theimpo rtanceof

prob
lem a
ti
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t and
ingaroundtheconc
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s
and mult
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ela
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lea
ser
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rtoDubo
c
andMenez
esdeSou
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)
.
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I
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tquiteinvigorat
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l vesintoacri
tic a
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tivemo v e
in rela
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aching
pr
act
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.Thi s
imp liesconsid eringou rlo c
iofenun cia
tionand ,indo ingso,a cknow ledg e
th e
co
lonia
lforc e
sth atop era
te inou rownknow l edg ep roductionon l
iteracystudies
.On cew e
m
ightcom etoth econ c
lusionth a
tac erta
incon c ept—p redom inantlyd epart
ing fromth e
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lobalnorth—m ightno trespondtoou r
lo calre a
lit
ies— asD anie
lrightlyasserts—wh atdo
wedo?On cew eseeours e
lve sa sknow l edgep rodu cers
,wec anmo veb eyond“ adap ta
tion s
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and“appl
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lcon texts
.
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º13
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,to me ,istode linkou rselvesep ist
em icall
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tion islocatedintimeand
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,isalw aysmo v
ing.Takethep lethora
ofterminolog iesaround l
iteracystudiesa sane x ample:L i
teracy,digital
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it
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ll
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andbeg intobe infuen cedb ydif e
ren tdr
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ren tagen t
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fon ceIm ysel
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icandcu lturaldiv e
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ta ssoc
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th
thedigital— theo ther facetofthemu lt
i-thattu rnedou ttop re vai
l.So,asC la
ris
sapu tsi
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sow el
l,thi
s isac al
ltow ardsanewc ri
ticalscrut
in yaroundthecon c eptofmu l
til
iteracies
.
Andhe reIr ecal
lsome thingIle a
rnedf romB lomm aert
(DUBOC ;FORT ES
,2019 ,p.18 )
:
Therei
saneno rmousamountthatwedono
tknow.So
,w eha v
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thinkalotonthestufw ebel
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liv
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ay1 0
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fulideasand
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ciseinm ytal
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ec arr
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thL ynn
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arioM en e
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sd eSouz a(DUBOC ;M ENEZESD ESOUZA ,2021)
.Nowth atIsatinf
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ap toponceag aintow ri
te thistext
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ed toa“read
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rovingBlomm aert
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:W ear
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5
AR
ES|Ad
van
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eri
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º13
Inthisrespect
,C la
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tagree mo rewh enyousaythat mult
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iterac
iesisout
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,inthec lass
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,andsome t
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t epped.Iwou ldst
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s,to me
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ian
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ltoward
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inun
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.
R
efe
ren
ce
BEZ
EM ER
,Jef
; KRES
S, Gun
the
r. Mul
timoda
li
ty,lea
rning andcommun
ica
tion
: Aso
cia
l
semio
ticf
rame
.Lond
res
:Rout
ledge,2015
.
BOCK
,Z ann
ie. Mult
imod a
li
ty
,c reat
iv
ityandchildr
en’s mean
ing
-m a
king
:D r
awing
s,wri
tings
,
imag
inings
.Ste
llenboschPape r
sinL ingu
ist
icsPlus,[S
.
l.]
,v.49
,n.1
,p.1-21
,2016
.D
isponív
el
em:h
ttp:
//dx
.doi
.org/10
.5842/49
-0-669
.A c
essoem:20out.2021
.
COPE
,Bil
l
;KA LANTZ
IS
,M ary
. Mu
lt
il
ite
rac
ies
:Li
tera
cylea
rningandthe de
signo
fso
cia
l
futu
res
.Lond
res
:Rout
ledge
,2000
.
DUBOC
,AnaP au
laM a
rt
inez
. O‘novo
’nosnovoslet
ramento
s:imp
l
ica
çõe
spa
raoen
sinode
l
íngua
ses
trange
ira
s.Contex
turas,
[ S
.
l.
],v
.18
,p.9-28
,2011
.
DUBOC,AnaPaulaMart
inez
.Atitudecur
ricu
lar:let
ramen
tosc
rí
tico
sna
sbr
ech
asd
asa
ladeau
la
del
íngua
sest
r ange
ira
s.Jundi
aí
:P acoEd
itor
ia
l,2015a
.
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6
AR
ES|Ad
van
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ese
arch
inEng
l
ishS
eri
esn
º13
DUBOC,An aP au
laM a
rt
inez
.A va
li
a ç
ãod aapr
endiz
agemdelíngua
seo s mu
lt
ile
tramen
tos
.
EstudosemA val
iaçãoEduca
cional,[S
.
l.
],v
.26
,n.63
,p.664
,2015
.Di
spon
íve
lem:http
:/
/dx
.do
i.
org/10
.18222
/eae
.v26
i63
.3628
.Acessoem:20out
.2021.
DUBOC,An aPau
laM ar
tinez.Aaval
iaç
ãodaaprend
izagemdelíngua
seo le
tramen
tocr
íti
co:um a
propos
ta.
In:JESUS
,D anieM ar
celo
;CARBONI
ERI,D
ivani
ze(Org.
).P
ráti
casde mul
ti
let
ramen tos
eletramentocrí
tico:no vossent
idospa
rasaladeauladelíngu
as.Campina
s:Pont
es,2016,p
.
57-80
.
DUBOC
,An aP aulaM a
rtinez
.Lendoa mim mesmaenquantoaprendocomeen s
inooou tro
.
In
:P ES
SOA, Ro sane Rocha
;SILVESTR
E,Viv
iane P
ire
sV i
an a
; MON T
E MÓR ,Wa
lky
ria
.(Org.
).
Pe
rspec
tivascrít
icasdeedu ca
çãol
inguís
ticanoBras
il
:traje
tór
iaseprá
tic
asdep
rof
essor
as/es
un
ive
rs
itár
ias
/o sdeing
lê s
.SãoPau
lo:PádePala
vra
,2018
,p.13-26
.
DUBOC,AnaPaul
a.Dote
cidodav
ida
,dopuídodov
írus
:sobrec
riança
s,nove
losel
inha
s.Rev
ista
X,[S
.l
.
],v
.15,n.4
,p.126
,2020
.Di
sponí
velem:h
ttp
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em:20out
.2021.
DUBOC, AnaPaulaM a
rt
ine z
; FORTES
,O l
ívia Bueno S
ilva
. Supe
rdive
rs
idade,l
inguagem e
soc
iedade
:questõesemcu rso
.Entrev
is
tacomJ anBlomm aer
te M a
ssimi
l
ianoSpott
i(Ti
lburg
Uni
ver
si
ty)
.EducaçãoePe squi
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l
.]
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.2021.
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laMart
inez
;SOUZA,L
ynnM a
rioTr
indadeMeneze
s.Del
inkingmult
i
lit
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iesand
there
im agin
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.Revi
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THEN EWLONDONGROUP .AP edagog

yof mult
i
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iesde
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ingsoc
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lfutur
es.In
:COP E
,
B
il
l;KALANTZ
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ry(O
rg.
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til
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arn
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Lond
res/Nov
aIorque
:Rou
tledge
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ssár
i a
,fazendope rgunt a
saoquese lê,aoquee s
táescri
to,aoliv
ro,ao
tex
to.N ãodev emosno ssubme teraot exto,sersubmissosdiantedot ex
to.
Aquestãoéb r
ig a
rcomot e
xto,apesardeam á-
lo,nãoé ?Entraremconf i
to
comot exto(FREIRE
,1986 ,p.22)
.
InthisF r
eire
anp ersp ect
ive,r eadingisar ewr
itingp ro c
e ss
inwh ichw ea reactiveand
agentiv
e,w eas kquestion s
,w edi s
agreeandbe comeun sur eaboutthecon tentpr esent
ed
andou rownb el
iefs
.Th ere
fo re
,comp reh endingat exto rprodu cingon eisaso cia
lly
engagedp roc ess
,inwh i chno ton lydow epu two rdstoge ther
,bu tcon s
truct me aning,
d
i s
cou r
s e
,anda ct
ion .Inth iss ense
,langu ageisaso cia
lp racti
ce,d ia
log ic
,h istoric
al
,
ideologica
l,be causeitcon structsme aning inag ivencon text
,itacts,itbuildsr ea
lit
ies
,it
const
itutesus(VO LÓCH INOV ,[1929]2017 )
.Fo rthisautho r(VO LÓCH INOV, [1929],2017),
astatem entwou ldb ep arto fach aino fstatem ent s
,linkedtoo th ers t
at em ents,and
thech ainsw eg etcon t actw i
thcon s
titut ewhow ear e
.Thism ean sthatcon t extsare
d
i a
logical
,(re
/ co/de)con st
ru ctedinou rr esponsivea t
titudesandw ec annotr efuteour
eth
icalresponsibil
it
ies,con sideringthe “other
-for-m e”(howdo Iseetheo the r
?)andthe
“one
-for
-the-oth e
r”(howdoe stheo thersee me ?)
,ass tatedb yBakh t
in (2010).
S
imi
lar
ly
,Fr
eir
e([1987
]
,2017
,p.83
]afrm
sth
at“Acons
ciênc
iadomundocon
st
itu
i-
sen a
r
ela
çãocomomundo ;nãoépart
edoeu
.Omundo,enquanto
‘ou
tro
’demim
,poss
ibi
l
ita
“And
An
th
aP
e
au
l
ya
l
lg
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e
tpu
rque
t
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inbo
ea
to
xe
sand
-Can
a
th
to
eya
l
lcom
eou
tth
esam
e”
:.
.
.
|9
3
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
queeumecon s
tituacomo “ eu”emr e
l a
çãoa ‘você’
”
.Inthisr e
l at
ionw itho thers
,w elearnto
readtheworldandr eadou rse
l ve
s,beforereadingthewo rds.P a
lavramundo ,o rwo r
ldwo rd
,
istheconceptF re
irecoin edin1989toe xpla
inth atthewo rd i
sno td etachedf romth e
wayw eunders
tandthewo rld.Wh i
leliv
ing,w ee xper
iencethewo r
ldand ,b ydoingso,w e
at
tach meaningtothewo rd sw elearn
.Th i
s me ansthatwh ilep ronoun sc ar
ry me anings
d
irect
lyconnectedtoan ameo ride a
,anywo rdc ar
riesme aningsth atw eattachto i
tinou r
socia
lre
lat
ions.So,wo rdsa renotneu tral
,bu tideolog
ical
,be causethe yc ar
rythev alues
weconnecttothem .Fromth i
sang le
,the ideao fneutra
lityin langu ageo rintextsisno t
susta
ined
,no r
isthepe rspec t
iveofb ankingedu cat
ion,s
in ceedu ca
tionisunde rstooda sa
soc
i a
landpoli
ticalprocessth at
in vo
lveshum anbeingsw ithide asandthe irsubject
ivit
ies
(suchasgender,race,socialclassetc
.)(FREIRE,[1968]2016; [1992]2021 ).
Accordingtoth isframeo fr ef
eren ce,thesuppo sedneu tra
lityimp lied inthe ide aof
ban k
ingedu cationandad vo ca
tedb ysom e mo vem ent s
,su cha sth e“ Schoolw ithout
party” andpo
2
l
itica
lfgu res
,su cha sthesitt
ingP resid entandth efo rm erM inisterof
Edu cat
ion,h
3
asb eenr efu ted.Le a
rn ingisund erstooda sana c
tiveandso c
ialp rocess
.
How e ver
,po l
itica
lr em ar kssu cha sthe sea reno tnew .Inthe m il
itaryd ic
t atorshipin
Braz
il
,fo rinstance,m an yr ese a
rchers,ph i
losophe rs,andp rofessorsw e
rek i
lled,injured
,
harassed,orob l
ig a
tedto le avethecoun tryduetope rsecu t
ion intel
le c
tu a
llymo t
iv a
ted4.
PauloFr e
irew asoneo ftho se,who l
i vedfor15y earsab ro ad
.H iside asnow ad aysh ave
beend enoun ceda sth e“id eologizat
ion ”ofedu c a
tiono rt a
rg eteda sth ecau sefor“the
fai
lure”ofou redu cat
ion als ys
t em,prin c
ipal
lyb ysou rcesinco rporatemed iaande x
trem i
st
r
igh t
-w ingpo li
tica
lp artie s
.Thegoodpo intisthatthe sec amp aignsag ainsthimw ithout
anye thicalcomm itm enth5
a veinst
ig atedfurth erstud ieso fhiswo rk
s,wh ethera tthe
univers
ity( a
tunde rgradu ate,gradu at e
,ore x
tension le ve
l)o rino therse cto
r sofso c
iety
,
especiall
y inso c
i a
l mo vem en t
s.W em ightaskou r se
l ves: Wh yish esop er
s ecutedand
hated?Oner easoniscert ainlybe causehede fend sth a
ts choo lsshouldbesp a cestoen ac
t
ourdif erences,whichhe lpu sge tincon tactwithse v
er a
lpo in t
so fviewandunde r s
tand
inf a
vo rofwhomthe in stitutioniso rganized
,for instan ce.
2
Themo v
emen tw ascreatedin2004b yM iguelNagibasag roupo fp a
rentsandstudentswo rr
iedabou tthe
suppo sedlypart
isancon taminat
iono fours chool
s.Indefenseofp resumedneu tral
ity
,theg roupc r
e a
teda
projectoflawth a
trequiresafixat
iono fapo ste
rine v
eryclass
roomw i
thteacher
’sobliga
tion s
.De sp
itethe
d
i scourseofneutra
lity
,theg roup’sac
tionsonso c
ialnetworksr e
ve a
litsal
ignmentw ithfa
r-r
igh tpoli
tic
ians
,
neolibera
lp r
incip
les,andthee ffor
ttodenoun ceandpe r
se cuteedu ca
torswithd if
ferentideologies
.In
Augu st2020,thep roje
ctw asjudgedun con s
ti
tut
ion a
l
,bu titside asaresti
llpr
e sentamongu s
.T ole a
rn
abou tthe mo vementa sitde sc
ribesitse
lf
,Isugge st
:http:
//escolasemp a
rtido
.org/prog
r am a
-escola-
sem -
partido/
.AccessedonO ctober10,2020).
3
Forexamples
,Isuggest:ht
tps
:/
/bras
il
.e
lpais
.com/bra
si
l/2019/05
/20/po
li
tica
/1558374880_757085
.htm
l
and h
ttp
s:/
/educacao
.uo
l.com
.br
/not
icia
s/2019/11
/22/we
intraub-ha
-plan
tacoes
-exten
sivas
-de-m a
conha
-
em-un
ive
rs
id ade
s-
federa
is
.htm.Acc
essedonJuly19,2020)
.
4
Inthefo
l
lowingwebs
ites
,i
tispos
sib
letof
indin
format
ionaboutth
ist
ime
:ht
tps
:/
/vl
adim
irhe
rzog
.organd
h
ttps
://
jus
tic
adet
ran
sic
ao.mpf
.mp.b
r.Acce
ssedonJune1
,2021.
5
h
ttp
:/
/de
saca
to.
info
/apo
s-
fai
xa-ped
ir
-um
-ba
sta
-de
-pau
lo-
fre
ire
-onu
-di
vulg
a-men
sagem
/Ac
ces
sed on
June1
,2021
.
“And
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th
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lg
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xe
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a
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:.
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.
|9
4
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
Theideasofneutral
in s
ti
tut
ions
,cu rr
icu
lumand m a
teri
alshavebeensub jecto fdi
spu t
e
s
in ceeverychoi
ce i
sm adefromape rspe c
tive
,wh ich mayservefo
rthe m aintenan ceo f
cert
ainunequ a
lstructu
restofavo
rsomeg roupsinde t
rimentofothers(BEATO -CANA TO;
MARTINEZ;COU T
INHO ,2020)
.Theideology“[o
]ne language
,onepeop le
,onen ation”c an
beseena sane x
amp leofhowthesuppo sedlyneu t
ral
ityi
scon s
truc
tedunde rthep il
l a
r
ofap re
sumed imp a
rtia
li
tythatm akessome l
iv es
in v
is
ibleandun v
iableinde trimen tof
others
.W em aywonde r
,for
instance
:Whe r ea
r etheorig
inalpeopleandthe irlangu ages
inthiss
log an
?Howdothe sepeoplefeel
?Whowou ldbeneftfromthisbeliefth a
tw eare
suchanequ a
lnat
ion ?
Whatdos choo lsh avetodow i

ththi
s?E ve
r y
thing,s
incetheym aycontr
ibu tetoth edeep
comp reh ensiono fou rdivers
ityor
,asinb an k
ingedu ca
tion(FREIRE
,2016 [1968])
,they
mayreinfo rc
eth e invi
sibi
l
it yandun viab
ili
t yofsom ewa y
soflife
. Wh enemph asiz
ing
homog en e
ity,edu cat
ionalin s
ti
tut
ion sm aycon tr
ibut
etoth elacko fcri
ticalth
in k
ing,
accep
t anc eofprejudice
,fee
lingsofmisft
,impo sto
rhoodornotb e
longing,and tothedes
ire
of
re a
ch ingc er
tainp r
ivi
legedpo s
it
ions.Forthisrea
son,F
rei
re(1986
,p.135 )asser
tsthat“
[
..
.]
Al
ib e
rta çãoéuma tosoc
ial
” (FRE
IRE
,1986,p .135)
,whichm aybeconstructedco l
lect
ive
ly.
Byad voc a
tingag ainstthe seinequ al
itiesandsuppo sedneu tra
li
t y
,m an yr e
se a
rche r
sh ave
beeneng aged inspre adingtheneedto loo kcr
itica
llyatou rsoc
ie tyandan alyzeou rown
att
itude sandd iscourse s
.F re
ire([1993 ]
,2014 ,p.268)
, for
in s
tanc e
,indic a
t e
sthene cess
ity
ofd evelopinganou tlookth a
tp rob lem at
izeshowandwh yso cie
ty isth ew ayi
tis.In
thisv e
in,con cernedw iththecon sequen ceso ftheco lonia
lism inourso c
iety,theg roup
Mod ern
id ad /Coloni
alid adh asb een inv est
ig a
tingwh atth eyc a
llcolon ia
lityo fpow er,
know ledgeandbe ing .Thecon ceptde velop sf
romthea ssump tionth atthe internat
ion a
l
d
i v
isiono fwo rkbe tw eenc enterandpe r
iphe ry,asw e
llastheh ierarchicalethn ic
-rac
i a
l
popu la
tion,fo rm eddu r
ings everalc entu r
i e
so fEu rop e
anco lon i
al
isme xpan s
ion,h as
notch angeds ignifc antlyw iththeendo fco lonial
ism(CA STRO -GÓM ÉZ;GRO SFOGU E L
,
2007).Discu ss
ingtheep is
t emicstructur esofthemode rnwo r
ld,G ros
fogue l(2016 )re
lates
themtofou rg enocid es/epistemicid esag ainstcolon ia
lsub jectsanda rgu e
sth atthe se
processesa refound ationaltomode rn/co lonia
lep i
s temicstructuresandtoW es
ternized
Univers
ities.This mo v em entil
lustrat esth atou rcho icesinterm sofedu c a
tiona reno t
neutralbu tinformedb ythe sestru cturesth atpe rs
istinthecon t empo raryso ciety
.
When itcome sto language,V eronell

i(2019 ,p.146)e xp
l ains“howtheco lonia
lit
yo f
langu ageop er a
tesinrelat
iontoth ehum an/non -hum and icho tom y
,b yposi
tioning
colonizedpopu la
tionsaslingu i
stical
ly,commun ic a
tivelyand men ta
llysubhum an.
”
Monolanguaging ishowtheau thor(V ERON ELL
I,2019 )name sthiscomp r ehens
ionth at
c
la ss
ifesl
angu agesandlangu agep ract
icesoftheco loni
z edpopu l a
tionsasin
fer
iorand
unabletoe xpressideasthattheco lonize
rsim aginetobep resentinde velopedhum an
be
ing s.Con ce
rnedw i
th langu age ideologies
,commun ic a
tivep ract
icesandhum an
condit
ions,Veronell
i(2019)ad vocatesag a
in s
tthiside ao
f(un )dev e
loped languageand
borrowsM atu
r anas
’sconceptoflanguag inga sa c
tionand inter-
action (MATURANA,1987 ,
“And
An
th
aP
e
au
l
ya
l
lg
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e
tpu
rque
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inbo
ea
to
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-Can
a
th
to
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l
lcom
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:.
.
.
|9
5
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
1990
,1999,apudV
ERON E
L L
I
,2019)
.Asaw ayofl
iv
ing,languag
ingincludeswo rd
sand
s
ignal
stocommunica
te,whicha
renevert
riv
ia
l,bec
ausetheysugge
stpo ss
ibi
l
ities
,th
at
is
,theyevoca
teawayof mov
ingtowa
rdsideas
,asoc
ial
ity
,aw a
yofl
ivingtogether
.
Theneologism sSOUTH ingvsNORTH inghe lpusunde r

standtheideologyo
flanguageand
howitconsti
tut estheworld.M a
rcioD ’OlneC ampos(1991)coinedtheconcep
tstoe xplain
howNo rtha sapo intofreferenceisideo logica
landc arr
iesthegermo fdominat
ion ,a s
canbecomp rehendedb ytheob serv a
tiono fthedichotomou swords:Nor
th/South;up /
down;goup /godown ;superior/
inferior
;c entra
l/per
ipheral
;de ve
loped/undeveloped .
Fre
ire ment
ion sthisideainPedagog iadaE spe
rança([1992]2021)whenhean a
lyz esthe
way
,insom ec i
r cumstanc e
s,h eus edtod ia
logabou tideasandno twi
thp eopl e
;h e
concludesth a
tf requent
lyh i
sst ar
tingpo intwashiswo r
lda si
fitshouldbethe“ sou th
”
toorientothers,thati
s,asifhiswo rds,histheme s
,hisw ayofread
ingthewo r
ld,b yi
t sel
f
,
hadthepow ertosou tho thers
.
W
iththisd i
scu ss
ion,M ar
co sCamposandF rei
rec a
llou ra t
tent
iontohow ideologica
l
ourp e
rsp ect
iveso fknowledgeand langu ageare.B asedonth ePortugu esewo rdsul
(
‘south
’),bothu sesul
earinopposi
tionto no
rtea
ra san invita
tiontocon s
iderthene ces
sity
ofover
com ingthedependen cef
romtheco lon
ialcountriesandde coloni
zeou rselve
s.In
Por
tugue se,w enatura
ll
yu senor
teara sh av
ingad i
r e
ction.Whenw edono th aveagood
d
irect
ion ,wes ayw earedesnor
teadas
/o s,thatiswithou tadirec
tion,orobjective
.Freire
ment
ion sthatth
isisagoode xampletounde rst
andhoww et
rytoa ch
ievethedom ina
to r
per
sp ectiv
eandhown eces
saryi
tistoth inkotherwis e
.Th edichotom yNORTH ingv s
SOUTHinghe lpsusunde rs
tandhowtheNORTH ingpe rspe ct
iveofthewo r
ldh asbeen
comp rehendeda sneu t
ralbuti
sc a
rr
iedb ysoc
ialvaluesth atdimini
shessomeg roups.
Th
isideadeservesthea t
tentiono flanguageedu catorss
inceou rcl
assroomm ayrein
force
theNORTH ingp erspectiv
eo rwo rkfortheSOU THing.Tot akeac a
se inpoint,inaun i
t
themed “A
ttheairport”
,withad ia
logbe tweentwo f
riends,w ecanaskque st
ionssu chas
:
Wheredoyouseeyou rsel
finth iss
itu a
tion
?Whoc an f
requen t
lytrave
l?Wh ichplacesh a
ve
youbeeno rwouldliketobe ?A retheseplace
su suall
yp re
sen tintex
tboo k
s ?Whichpl a
ces
arecommon lypr e
sen tandwh ichone sneverappe ar? Why(not)?Que s
tionslikethese
mayhelpusthinkotherwise,th ati
s,underst
andd if e
r en
tpe rspect
iveswhilead vocat
ing
foranedu ca
tionth a
tiseng agedw ithth
isatt
itudeo fa mo reopen m indset
.
Wh
ileth
is mo vemen ta
iminga topeningspacefordeb a
tesaboutdiferencesand
inequa
li
tiesistak
ingp lace
,w eal
soh avebeende a
lingw ith movementsinfavoro
f
homogeneit
yandn eut
ral
ity
.Onthispath,wehavese enthePres
identandon eofthe
formerMinis
t e
rsofEdu ca
tiondem andinganeutr
alEN EM(H ighSchoolE x
am) and
6
b
lamingP au
loF re
irefo
rth epoorqual
ityofou
redu cationa
lsystemasw e
llasforthe
6
Anexamplecanbeseenhere
:https
:/
/www.ter
ra.
com .b
r/no
tic
ias
/educac
ao/gove
rno-bo
lsona
ro-p
rome
t e-
enem-neu
tro-apos
-cr
it
ica
s,b294b6cb
c758bd07df7c6
c5e277554
f3hsim
tf2o
.html
.A cc
essed on .29th,
: Aug
2021
.
“And
An
th
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au
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ya
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inbo
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to
xe
sand
-Can
a
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to
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l
lcom
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tth
esam
e”
:.
.
.
|9
6
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
suppo
sedM a
rxi
stindo
ctr
ina
tion
inourschoo
ls7
.Beyondth
istypeo
funscrupulousat
tac
ks,
thedi
scourseforneut
raleduca
tionha
sbeena s
soci
atedwithneo
libe
ralideologie
sand
isga
iningforceyeara
ftery
ear
.
Inthiscontext,theO ECD ’
sP rogram for
Intern at
ion alStudentAsses
smen tc anbeseena s
ane xampleofedu ca
tionpo li
ticswithaqu antifableandapp a
rent
lyneu tra
lpe rspect
ive
.
Accordingto i
t sw ebsi
te,“since2000 ,PISAh asin vol
v ed morethan90coun tr
i e
sand
econom iesanda round3 ,000,000studentswo r
ldw ide”
.[Andthet e
st]“me asu r
es15-year
-
olds
’abil
itytou setheirr eading,m a
them aticsands c
ienc eknowledgeands k
il
lsto
meetreal-
l
ifech al
lenge s
.(h ttps:
//www .oecd.org/p isa
/).”Otherexample so fthisk
indo f
movemen tarethe framewo rksth atdescr
ibel angu agep rofc
iency
,su cha stheCommon
EuropeanF r
amewo rkofRe ferenceforLangu ageo rtheAme r
icanCoun c
ilontheT each
ing
ofFore
ignL angu agesProfcien c
yGu idel
ines(ACT FL)
,theC anad
ianLangu ageBen chm ark
s
(CLB)andthe InteragencyL angu ageRoundt ablesc a
le(ILR)s
(ht
tps
:/
/www .efset
.org/ce
fr
/).
Inth
issen
se,L
awn
(2011
)argue
sth
at
Count
riesinEu rope,throughth eEu ropeanUn ion,arecrea
ting,a sp a
rtof
the ma
r ketand i
tsgo vernanc e
,anewpo l
icysp aceineducation.I
tisbeing
formedth roughlaw ,regul ation,ne tworking,andh a
rmon i
zation.The
deve
lopmen tofstand ardsa crossthed iferentfeld so
fpo l
i cy
,statis
tic
al
ca
lcula
tionandcomm erceund erpinsande x
tend sthecreationo fpol
icy
space
s.Eu ropeanizat
ionp roc essesinedu cat
ionh avesom esub t
leandy e
t
power
ful featu
rescreatedthrough me asurementands tandardiza
tion.They
mayhaveat echnic
alform,bu tthe yareknow ledgeb ased
,pol
i cydrivenand
exc
ludepo lit
ics
.Europe isatthe leadingedgeo fnewform so fgovernance
ineducation.(LAWN ,2011,p .259)
W
ithinthiscon texto fm as
sifcation
,stand a
rdiz a
tionandcon trol
,wh ichw ea ssocia
t e
w
ithth estrength eningofn eo
lib e
ralpoli
tic
s(B EA TO-CANA TO; MARTIN EZ;COU T
INHO ,
2020)
,ou rcoun tryp roducedfa vorab
lecondition sforthepub licat
iono fan a
tionw ide
cur
riculum (BaseNa ciona
lComumCu r
ri
cular)(BRA S
IL
,2018)8
,wh ichw asexpectedsin ce
thepub l
ic a
tionoftheL e
ideDire
trize
seBa se
s( Lawo fguidel
ine sandb asesofeduc a
tion)—
Lawnumb er9394 /1996— (BRA SIL
,1996).Suchano rm a
tivedo cum entimp lem entsa
“newp a
r ad
igm ”
,open ingsp a
c eforastronga ssessmen tcon t
rolandt eacheredu cat
ion
pre
s c
ription s(SAU L,2016)
.Thedefn it
iono fwh a
tiscommonandne ce
ssarytobe
taughtallo ve
rth ecoun t
ryo vershadow si
tspo lit
icaland ideologicalnaturesaligned
w
ithintern a
tionalpo l
it
ics
.
Whentheconten
tisimposed
,aswi
thBNCCo ranyo
the
rf r
ameworksuchastheone
s
ment
ionedinthepr
e v
iou
sp a
rag
raphs
,studen
ts
’seg
reg
ation m
ayinc
rease
,educa
tor
s’
7
Ane xamplecanbeseenhe
re:h
ttps
:/
/g1
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/pol
it
ica/no
tic
ia/2019/12
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aulo
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rei
re-de-ene
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tml.Acce
ssedon :Aug.29 ,2021
th
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A
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lab
leat:h
ttp
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image
s/BNCC_
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ver
sao
fin
al_
si
te.pd
f
.
10out
.2020
.
“And
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th
aP
e
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l
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l
lg
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e
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rque
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inbo
ea
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xe
sand
-Can
a
th
to
eya
l
lcom
eou
tth
esam
e”
:.
.
.
|9
7
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
autonom yandd emocra

ticadm inis
trationa repu ta tri
sk( SAUL,2016 )
,andw em ayf a
ll
intothen aïvet emptat
iono fcon s
ideringthee xi
st enceofneu tra
lknow ledge .C e
rt a
inly
,
teacheredu c
ationh a
san impo r
tantrolehe re
.W ith
inawo rldwides cenar
ioo fm assifcation
andcon t
rolinte rmsofeducationand langu age
,w i ththep romo t
iono fO ECDpo l
iticsand
CommonF ramewo rk
s(n at
ion a
llywithBNCCand internat
ion al
lyw ithothe rdo cumen ts
andassessmen ts)
,teacheredu ca
tionm aywo rkforthecomp rehen s
iono fhowan ycho ice
isideologica
landhoww em aya c
tforthep romo tiono fac r
itica
lped agog y
,int erm sof
analy
zingthec ircumstances
,ther easonswh yw eunde rstand,feel
,seething sthew a yw e
do,how itcouldbed iferent
,e tc
.W em aydiscussque st
ion s
liketheseone s:Inacoun try
w
iththed imen sionsandplurali
tyasou rs,i
sitpo ssibletochoo sewh at
ise ssentialtoan y
student?Whochoo seswh a
tbe longstothe secommonb ases/f
ramewo r
ks ?
Inth isp rocess
ofhie
rarchiz
ingknow ledge,a rethereep is
temo logie sthatarepriv
ilegedando thersth at
areexcluded?Dothecho icesfavorspe cifcgroup s ?Arethe reotherpo ss
ibili
ties?
You m aybea sk
ing,astheaud ienceoftheApp liedLinguist
icsQ&ASe ss
ionsdid:Inthis
scenariooft echnica
lr a
tion a
litystrengthening,howc anw ed ea
lwithstud entswith
d
if er
en tbackgrounds,espe c
i a
llyinterm sofsoc
ialpriv
ileges?Th
ism aybeatime -space
totea chcr
it
ical
l y
,because,withsu chag roup,wem ayh avehugediference
sth atamplif
y
ourcomp rehensionofhowcomp lexandunequ a
lou rsoc
ietyisandal
lofusm aybe inv
ited
toa s
kque stionssucha s
:Do Isee m yse
lfinaspe c
ifccon te
xt?How ?Doesthissitua
tion
seemf a
ir
/ethica
l? Why(not)? Wh ydo Ithinkl
ikethis/
sod iferen
tly
? WhydoI(no t)have
thes am epriv
ileges?Isan yon eb e
tterorwo rsedu etoth e
s epr
ivi
leges
?Shou ldw edo
anythingtoch angethisreali
t y?
Bya skingsu chqu est

ion s
,w ecomp rehendth atb eforer eadingth ewo rd ,w ereadth e
worldandde v e
lopou rsubjectivi
ties( FREIRE,[1987]2021 )
.Ac riti
calped agog yaim sat
con t
ribu t
ingtoou rempow ermen tb yguidingu stoan alyzeandg iveupou rc e
rtaint
ies,
respe ctdif e
r entdiscoursesandunde r
standth atthewo r
ld i
sp lural
,unju s
tand incon stant
dev e
lopmen t
,wh ilew ea r
ealsor espon s
ibleforitscon st
ru ct
ion (FREIR E
,[1987]2021 ).By
assum ingth ispe rspect
ive,w eassumether isko fconstructingap r a
xis9
whileexperiencing
edu cat
ion .Thisisonee xample,bu tno ta“recipe”tobe follow ed.Onthecon t
rary
,thiskind
ofqu estion m ayh e
lpu stob etran sgressiv
eandth in ko therwis e
,asin v
it esPenn ycook
(2018 )
. Interm sofedu cat
ion,thin k
ingo therwisewou ldinvol vecri
ticalandp lura
lpo ints
ofview s,cu l
tu re,p eoples
,dis cours es
,ands choo lswou ldb eap riv
ileg edp lacewh e
re
p
lu ra
lit ywou ldb ew e
lcom etog iv eoppo rtun i
tiesfors tud entsandt each e
rsto l e
arn
w
ithe acho the randeng agethem selvesinthecon struct
iono fnew form so fknow ledge,
ethical
l yb ased,wh ilebro adeningpe rspe c
tive sasaso ci a
lin s
titut
iondem ands.A tthi
s
point
, i
t isne cessarytoa sk
:Howdoe sou rcomp rehensiono flangu agegu ideou rc las
ses
andob jectivesa slangu agete achers?
9
P
rax
is mean
sre
fle
ctionandt
ran
sfo
rma
tiv
eac
tion
,asou
rceo
fre
fle
xiv
eknow
ledgeandc
rea
tion
.(FR
EIR
E,
1968
,p.127
)
.
“And
An
th
aP
e
au
l
ya
l
lg
aMa
e
tpu
rque
t
sB
inbo
ea
to
xe
sand
-Can
a
th
to
eya
l
lcom
eou
tth
esam
e”
:.
.
.
|9
8
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
3
.Cr
it
ica
lt
ime
sandan
inv
it
at
iontoth
inko
the
rwi
se
Da
ily
,aseducators
,w ehav
eb eendeal
ingwi
th moreand morecha
llengesconcern
ing
teach
ingcondit
ionsandcons
tra
int
s,f
romof c
ialdocumen
tstonon-of ci
almo vement
s,
suchasSchoo
lW i
thoutPa
rty
,asal
readyment
ioned
.Inth
iss
c enar
io
,youm ightbeask
ing:
Ar
ethereposs
iblew a
ystohaveacri
tic
aledu
cat
ion?Aseducator
s,wh a
tcanw edo ?
Fre
ire([1992]2021)in v
itesustoe speran çarasanon tolog
ic a
ln ec
ess
ity
,wh ich m ean
s
thatw eh avetoeng ageou r
selves
inacon s
truct
iono fabe tterwo r
ld,whe r
ed iferen ce
s
areseena sth enormandc r
iti
c a
ledu ca
tionh elpsuscomp reh endth esoc
i a
lr e
lations
andcon st
ru ctdifer
en trea
lit
ies
.Thi sideam ightsoundtoou topicinaso c
i e
tya sou rs
,
whichh a
sp r
ivi
leges,
ind i
vidual
ism,me r
itocracy
,andp r e
judicesa ssomeo fi
tsstructural
p
il
l a
rs
.How ever
,oneo fthestepstoch angeth i
sr e
al
ityistobelieve i
tisposs
ible
,sinc ew e
const
ru c
tthewo r
ldanda reethica
l
l yrespon s
ibleforoura ct
ions(BAKH TIN,2010;FR EIRE
,
[1996]2005).Also
,int e
rm sofeducation,itisnecessa
rytounde rstandthati
tisapo lit
ica
l
anddirect
ivep rocess
,inwh ichw em ayte a
chand learninad ia
logic movemen tforthe
NORTHingo fthewo rldortheo therw aya round.
D
is cussingth epo l
iti
caln atureofedu cat
ion,Frei
r ed evelop sth econ ceptoflite
r a
cy,
advo catingth a
t“[l
]erap a
lavraeap rendercomoe scre verap a
l av
ra,de modoque
a
lguémpo ssa lê-
ladepois,sãoprec ed
ido sdoap rende rcomo ‘esc
r eve
r’o mundo ,i
stoé,
terae xperiên ciade mudaro mundoedee sta
remcon t a
tocomo mundo ”(
[1987]2021,
p
.83 )
.S imi
l ar
ly,Stree
t(2003 )br
ing sth eideaofid eological
lit e
rac yasaso c
i a
lp ra
ctice
,
con s
titutedb yand inso c
i a
l,cul
tur a
l,ideologica
lp r
in c
iplesandr e
lat
ion s
.A sl
inguist
ic
edu cators
,on eofourrole si
stoop ensp aceforth ecomp reh ens
iono fth eideologica
l
natureo flangu age,oura ct
ionsandedu ca
tionino rdertohe lps tuden t
sde v
eloptheir
cap a
cityofr eadingthemselvesandcon tex
tscri
tica
llyandunde r s
tandou ract
ion shelpi
ts
ma
in ten an
c eor i
tschange.Thisme ansth atw ehavetot akespe cia
lc ar
ew i
ththetheme s
,
textsanda ct
ivit
iestakentoandde v e
loped inlangu ageclasse s
,fortheym aycontr
ibute
tothede velopmen tofac ri
tica
lviewo fthewo r
ldo rjusttheoppo s
ite
.
Whenw ecanchooseou rmater

ia
ls,
itiseasie
rtode v
elopthiskindofped agogyand,when
thi
sisnotthec a
se,thedifcult
iesareamp lifed.How eve
r,sinceou rac
tionsaseducato
rs
arepedagogica
landd ire
cti
ve,thereisthepo ss
ibil
ityofha v
ingademo c
rat
icandcri
tic
al
atmosph e
reinav eryr
igidschoolw i
thv e
r ytr
adit
ionalands tereotyp
i ca
lm at
eria
ls
,for
inst
an c
e.Theoppo s
itemayalsobetrue,asw emighthaveav eryauthor
itar
iana
tmo spher
e
inap rogre
ssi
ves choo
lw i
thc r
it
ica
lm ater
ials
.
Todeepenthisdi
scuss
ion,let
’s
im agineanEngli
shclas
sw i
ththeobject
iveo
fde ve
loping
vocabula
ryrela
tedtop artsofthehou se
;th em a
ter
ialbr
ingspicture
sandwo rdsthat
shouldbeassoc
iatedwithstuden
t ssothattheycanuseth
isvocabula
rytodesc
ribethei
r
ownhou se
.App a
rent
ly,th
iskindofa ct
iv
itywouldnotcarr
ysocia
lv a
luesno
ropensp ace
foranysoc
ialdi
scuss
ion.How eve
r
, intheperspec
tiveweareadvocat
ingher
e,l
angu agei
s
“And
An
th
aP
e
au
l
ya
l
lg
aMa
e
tpu
rque
t
sB
inbo
ea
to
xe
sand
-Can
a
th
to
eya
l
lcom
eou
tth
esam
e”
:.
.
.
|9
9
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
ideologica
l,andsothewo rds
,pictur
es,te xt
s,anda c
tiv
it
iescar
rysocia
lv a
lues
.Mo reov e
r
,
w
i ththesamem ate
ria
l,w ecould(not
)opensp ace
fordiscus
sionssuchas:Inwhichp art
ofthehou sedoyouspend mo stofyou rtime? Whospend s moretimeinthekitchen ?
Wh a
taboutinthe l
ivingroom ?Wh ydoyouth inksomepeop lespendmo retimeine ach
oftheseroom s?Doyoube lievethi
shappen sbecauseofthe
irdes
ireorbe c
ausesomeone
assume sorisrequ
iredtoa ssumemo redu tiesathome ?Doesithaveanyth
ingtodow ith
genderinequ a
lit
ies
? I
sitpo ss
ibletoch angeth i
sre a
l
ity?Thesearesomeque st
ionsth at
wouldadd ressourownr eal
it
ies.Otherpo ssib
lequ est
ionsthatmightb eposedcou ld
be:Doe severyoneh avetherightofhou sing?Wh y(not)
?Howdoyouf eelaboutth a
t?
Anotherusualtopi
co fanEngli
shclasswouldbeF am i
lyandthecon s
truc
tiono faf am
ily
tr
ee.Thefollowingim agesw e
retakenf
romV o
ices,a2016boo kw ri
ttenbyRogé rioTi
lio
fortheelementarypublics
choolandapprovedbyPlanoNa c
iona
ld eL
ivroD
idático(PN LD)
.
Accordingtoth eauthor(TIL
IO,2016)
,thecol
l e
ctiona imsatgiv
ingvo i
c etol earne
rs,
he
lpingthemtode v e
lopcrit
ica
latt
itudesconcerningsocia
lis
sue s
.Theim age sbelow,
takenfromUn it3/Boo k1,
il
lustr
atesth
iseforttoo rgani
zeacollect
ionth a
ta voidsthe
ma
int enanceofste
reotypes
.
F
igu
re3–D
ife
ren
tfam
i
lie
s
“And
An
th
aP
e
au
l
ya
l
lg
aMa
e
tpu
rque
t
sB
inbo
ea
to
xe
sand
-Can
a
th
to
eya
l
lcom
eou
tth
esam
e”
:.
.
.
|1
00
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
Sou
rce
:TI
LIO
(2016
)
Fam ily isth etop ico fth eun itandd if erentf am i

lyfo rm at
ion isb rough ta se x amp les
ac comp aniedb yat extabou tthetheme .S tuden tsareinvitedtothin kabou ttheme aning
ofthewo rd,abou td if e
r entfam il
iesandt a
lkabou ttheirown .Thiskindo fa ct
ivityopen s
sp ace fordi alogand inc
lu s
ion,inape rspe ct
i vethatcomp rehends langu ageedu cationas
aso cialcon stru ct
ionandthec l ass
rooma sacon te x
tforprob lem at
iz a
tionandr efe ct
ion.
How ev er
,e ven ina m at
eriall
iketh isone ,w efnda ct
iv
itiesth a
ton lydem ande xtr act
ion
ofinform ation ,su cha stheque stions: Whow rotethetext
?Wh erewa sitpub li
sh ed?Wha t´s
th etop icof th etext? AsMene zesdeSou z a(2011 )sugge sts
,thiskindo fque stionfo cuses
oncon t extandthecond itions inwh ichthet e x
tw a
sp rodu ced
,unde rly
ingthe ide athat
comp r ehen s
ion isahomogeneou sandcon sen sua
lp rocess
,th ati
s,the reisacon ve rgence
be tw eenr ead ers
.E xplainingth er edefn edc r
it
ic a
lli
t er
a cy
, Men ezesd eSou z a(2011 )
in vi
t esu sto fo cusonthecon t extso fprodu ctionando freading,unde rstandingth a
tthe
s
i tuationgu ide sour interpretation.Thisau tho ralsosugge ststhatr eading isad issen sus
,
aconf ictingp ro c
e ssthatc anber e
in te
rp r
et edundefnedt ime s.Wh ydo Iunde rst and l
ike
thi s
?Wh ydoe ssomeoneth in kth i
sisn atural/obvious/un acceptable?Wh ydo Ibe l
ie vehe
wan tstos ayX ?The sea resomeque stionsMene zesdeSou za(2011)sugge stshe lpingu s
unde rst andthecomp lexityofthep rocesso fcon struct
ing me an
ing .
Fr
equen tly
,act
ivit
iesin
formedb yban k
ingedu c
ation
/ autonomousli
terac
iesprinc
iplesa
re
founds idebysidew ithac
tiv
itie
sinformedb ycrit
ical/
ideolog
ical
lite
rac
ie s
,thatissoc
ia
l
pra
cticescon s
titutedbyaxio
logicalvalues
,ideologies.Aseducators
,iti
s importantto
paycloseattent
iontohoww eappro a
chtopicsinou rclas
ses,wi
thspe c
ialcarefor(no
t)
openingsp acefortheci
rcu
l a
tionofthedif e
rentdiscoursestha
tconst
ituteso c
iet
y.Here
wegettothepo intofhowimpo rtantteache
redu cationis
.
“And
An
th
aP
e
au
l
ya
l
lg
aMa
e
tpu
rque
t
sB
inbo
ea
to
xe
sand
-Can
a
th
to
eya
l
lcom
eou
tth
esam
e”
:.
.
.
|1
01
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
Beforefnishing, iti
s impo rtanttosugg es
tth a
tliterature,do cum enta
ries
, mo v
ies
,T ED
ta
l k
sm aybeg re atm ater
ial
stowo r k
forthecomp rehen siono fthewo r
ldinitscomplexity
,
top roblem at
i zethes implis
ticb inarydiv
isionofou rso c
ietyandcon t
ributetoourown
SOU THingo fthewo r
ld.TheT EDt alkThedang e
rofas inglestory,byChimam and aAd
ichie10
maybe men t
ioneda sane xce
llen tinv
itat
iontoth isp rocesso fquest
ioningthew ayw e
understandou r
se lv
esandthen arrat
ivesw egetcon t ac
tw ithandcon s
truc
t.O the
rg reat
examp leswou ldbeEm icida
’swo rk,suchasAm a
rElo(2020 )
,ado cumentaryproducedw i
th
theob ject
i veofshedd ingl
igh tonap artoftheh istoryofB razi
lth a
tw asm adeinvi
sible
andtowh ichno te venB raz
il
ian sh adaccess
,ase xplainsther apperinan in
terviewtothe
webs
i t
eE l
astica(2020).A f
terw atchingthesevideos,que st
ion ssuchastheone ssuggested
byMene zesdeSou za (2011)canbeadd ressedtos tuden ts
,he lpingthemm akesenseo f
thei
rownr ea
lity,fo
r instance.
Aslanguag eeducators
,w eh avespacetoc a
rryoutacti
vit
i e
s l
iketh e
s eon esthatm ay
opensp aceforp roblem a
tiza
tionandde ve
lopmen tofou rc r
it
i c
alliteracy.Another
exampleisgivenb yBack
,Be a
to-CanatoandAmo rim(2021)
,whod is
cus stheimpo r
tance
ofwo r
kingw ithindigenouslite
ratureasaw ayofcon t
ributingtoanon -s
t e
reotyped
wayofapp roach
ingr acia
lissuesandcon t
ributetother e
signifcat
iono fthestrugg
l e
andtheim agina
r yaboutdif e
rentpeoples
.Inthearti
cle
,theau thorsi
llu s
tratehowthis
pedagogi
c a
lwo r
kc anbedone inalanguageclas
s,help
ingu svisua
l
i z
ehowou rcl
ass
room
isideo
logicaland m aycont
ributetotheprocessofSOU THingou rsociety.
4
.Fin
alr
ema
rks
Inth ech ap te
r,dif e
ren tund e
rstandingso flangu ageandedu cat
ionw e
rep resented
whi
lead voca t
ingth at
,reg a
rdles
so fourowncon cept
ion s
,edu ca
tionisapoli
tic
alprocess
s
in cean ycho iced epend sonap er
sp ect
iveandou ra c
tionsinclassm aycontr
ibuteto
them a
in tenan ceofac erta
instatusquoo rto i
tsp rob
l ematiza
tion.Toe x
emp l
ifythis
argumen tation,somem a
t e
ria
lsandtheme sth a
tarecon s
ideredneu t
r a
lw e
rediscussed.
Hopeful
ly,withthe seex amples
,po ss
ibi
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:CASTRO -GÓMEZ ,Sant
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.Bogotá
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],v
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top a
rticu
lar
izingthetwocon cep
tionsaforement
ioned.
Th
e
Ad
r
in
i
an
flu
en
ad
c
eo
eC
flanguag
.Kuer
tenD
ec
e
l
l
on
c
agn
ep
e
t
ion
lo
son
|Ma
ri
languag
aE s
terW
etea
.Mo
ch
r
it
z
er
’
spr
act
ice
s
|1
06
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
2
.Langu
ageCon
cep
tion
s
Langu ageassystem i
safo rm a
listconcept
ionth a
tseeslanguageasana -pr
ior
i,ab stract
andautonomou sm entalsys
tem ,ind ep
end entoflanguageuseandlangu ageusers.Within
thi
scon cept
ion,focusgo estofo rm a
ld e
script
ionsofthesystem(th a
tcon si
stsofsyn tax
,
phonology
,mo rphology
,ands em ant
ics
)ortohowth ebra
in/mindprocessesth
iss y
stem,a s
inthecogniti
vep arad
igm .Th estudyoftext,inthi
sapproachtolangu age
,wou ldno tta k
e
contextin
toa c
coun t
,m e
aningth a
tnotionssu chascul
ture
,authorship,andpu rpose,for
exampl e
,wouldb edisrega
rd ed.ThisconceptionoflanguagefndsitsrootsinSau s
sur ean
st
ructura
ll
inguis
tic
s(SAU SSUR E
,2002)andw asla
terta
kenupb yChom sky(CHOM SKY
,1957 )
.
Seeingl angu
ageass y
stem mean
stos ee
itb as
ica
lly
inr e
ferencetosubs
tance,formand
meaning,andhowthesecomponent
sinte
ract(MCCARTHY;CLANCY,2018)
inthes ynt
agm a.
Ac
co rdingtotheauthors
,subs
tancere
ferstowh a
tissaid(phonicsubs
tance)o rwri
tten
(g
r aphicsubs
tance
)
,wh il
em ean
ingiswhatis
intendedtob esa
idorwri
tten
.Finall
y,fo
rm is
howam es
sage
ispu
t toge
ther
,byme an
sofwo rd
s,gr
amm a
randsoundsorwri
ttens ymbols
.
Thestud yoflangu ageb asedonth isconcep t

ioncon cent
ratesons yntagm at
icrela
tions
inwh ichfocusisplaceda tthesequen ceofsignsthatopera
t estogetherinordertocrea
te
meaning;i
.e
.,thesen tence isthecent
ralunitforteaching
,and focu s
f a
ll
spredom inant
ly
onrulesand form— verbt enses
,preposit
ion s
,art
ic
les,pronun ci
ation,
intonat
ion,stres
s,
name sofanim a
ls,colo r
s,d aysofthew eek,ton ameaf ew.Inf ac
t,itappearsl
ici
ttos ay
thatthisst
ru c
ture-basedcon cept
ionth a
tp r
ivi
legesthet eachingof l
ingui
sti
cfo rmshas
trad
itional
lydom in a
t edthea reaofSLA.
Radi
c a
lexamplesthatr
ep re
sentth
isviewof
languageinthec
las
sroomarethose
famou s
verb
-to-becl
assesoryetthoseact
iv
it
iesinwhi
chstudent
sarepre
sen
tedw i
thafrm at
ive
sentencesandh av
etoch angethem in
toin
terroga
tiv
eand/ornega
tiv
esentences
.
Onth eothers
id eofthedebate
, the
r earethosewhocon c
eiveoflanguagea ssoc
ialpr
act
ice.
Asan y“new”ideath a
tcom esintob eing
,th i
scon cept
ionem ergedou tofcri
tic
ismag a
inst
featuresofth eform erconcep tu
alizat
ion.L aford(2007,p.74 2
),forex ample
,regarded
studen t
seng ag edintheform erkindof inst
ru c
tionas“decontextual
ized mindslea
rning
gramm a
ti
c a
lru
l es”
.Theor
is
tsalsoextend edtheirc
rit
ic
ismtom a
inst
r eamS LArese
arche
rsfor
takingth epos
itionth a
tknow inga langu agem eanshavingknow ledgeaboutth esys
t em
.
AsJohnson(2009)contends
,e venwiththetheoret
ica
lcon s
tructofcommun icat
ive
competenceandtheemergenceofcommunicat
iveapproa
chestolangu agetea
chingtha
t
p
lacedemph as
isonlanguageuseasopposedtolanguagefo
rm s
,langu agecont
inuedto
beconc
eivedofasasetof
formsandrules
.Thedife
rencewasthata
ttentionw a
sno longe
r
g
iventosimplylea
rningaboutfo
rm sbutra
thertousingthecorrectformsoflanguage.
Acco
rdingtoadep
tso
flanguagea
ssoc
ia
lprac
tic
e(G
EE,2004
;HALLIDA
Y;MATTH
IES
S EN
,
2004
;N EWLONDONGROUP ,1996
)
,knowinga
langu
ageme ansu
singthe
langu
age,and
Th
e
Ad
r
in
i
an
flu
en
ad
c
eo
eC
flanguag
.Kuer
tenD
ec
e
l
l
on
c
agn
ep
e
t
ion
lo
son
|Ma
ri
languag
aE s
terW
etea
.Mo
ch
r
it
z
er
’
spr
act
ice
s
|1
07
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
morethanth at
,u s
ing i
ttoadequ a
telyfun c
tioninaw idear
rayofcontex
tsforawidearray
ofpurposes
.L anguage i
sseentog row frome xper
ien cewi
theverydaypract
icesandthe
waytheya ret ypic
al
l yp e
rfo
rm ed
,wh ich ma kesknowledgeoflanguaged ynamicand
s
itu a
ted.Le arninga language
,thu s
,i saso ci
alproc e
ssthatt
akesplaceininter
action
s
between le
a rn e
rsandsp ea
ker
so fth etargetlangu age
. Mean
ing,intu
rn,issi
tuatedin
thee ve
ryda ya ct
iv
itiesthat
indiv
idu a
l seng agein
.
I
tshou
ldbec
lea
r
,how
eve
r
,th
at
emb rac
inga languagea ssocialpr a
cticeper spect
iveinL2t eacheredu cat
ion
do e
sno tm eanth a
tL2t e a
ch ersdono tn eedtoknowabou tth estru ctura
l
propert
iesofalanguage.H av
ingame ta
-langu ageabou tthesepropertiesm ay
in f
actof e
rusefulpsychologicaltoolsthatt eache
rsc anusetom akes tudents
aw areofthev a
riousl
ingu is
ticr esourcesth atarea va
ilabletothema sthey
begintode ve
lopthecap aci
tyto fun c
tionintheL2wo r
ld.Butwh a
ti sdif er
ent
aboutthe l
angu ageasso cia
lp racti
cepe rspe ct
iveisth a
t,
in s
truc
tion ally
,the
pointofdep a
rturei
sno longe rthed isc
r e
t eformo rcommun icat
ive fun ct
ion
butthecon ceptua
l me aningsth atarebe inge xpressedthatdeno tew aysof
beinginthewo rld(JOHN SON ,2009 ,p.46 )
.
This me anstos aythatlanguagete achersareno texemptfromknow ingaboutthe

struc
turalp ropert
iesofalanguage
,bu ttha
tthisknowledgei
stobeu sedinthese
rvi
ce
of meaning.Itisther
efor
eno timpor
t antthatlea
rnerss
tudy moda
lverbsforthesa
keof
studying mod a
lverbs
,orthatthey
le arnthat modalve
rbsdonotrequ
irean yadd
it
iona
l
au x
i
liaryverb sinnegat
ive(Idon’
tc ango )orint
erroga
tiv
esenten
ces(DoIcango?),nor
dothe yv a
ry inthi
rdpersonsingu
lar(Shec ansgonow ).
Whatm atte
rsistheunder s
tandingth a
tmod alverbsfunct
iontoe xpre
ssabi
li
ty,obligat
ion
,
andpo ssib
il
ity,andalsotoe xpr e
sspoli
tenessandmod al
ity.Non-nat
iveEnglishspeakers
attimessound impol
iteton at
i veEngl
ishspeakers(CULPEPER,2011;CULPEPER;TANTUCC I
,
2021;M I
L L
S,2009)
,whi chh appen s
,mo r
eoftenthanno t,
inr e
sponsetobeingtood irec
tin
theirspeech.Evenadding ‘p
le a
se’tothe
irrequests
,theysti
lldonotsoundpo li
t e
.Learner
s
maythinkth a
tthesent enc e
‘Pleasesend methedo cuments’i
spolit
eenough ,bu twh a
t
mosto f
ten m ar
kspol
itene ssinEng l
ishistheu seof mod a
lv e
rbs,notsimplytheu seof
‘please
’
.‘Couldyouplea sesendmethedo cumen ts
’isthere
foreamo reappropr
i a
t e
formo f
express
ion.Andthisi
sonepo li
tene s
sformth a
tshouldbeemph asi
zedinlanguagec la
sses
.
Asfor modal
ity
,learne r
sshouldknowth atbetw een‘y
es’and‘no’po
les,therear
elevel
s
ofun cer
taintyrepr esent
ingdeg reeso fp robabi
li
t y—‘i
tm aybe’
,‘
it mu s
tbe’— and
intermediacythatr epresen
td egr
eesofob ligat
ion— ‘you ma ydo
’
,‘youshoulddo’
,‘you
mustdo’
.And,inclassesthatfocusonlangu ageassocia
lp r
act
ic e
,lea
rnerswil
llea
rnthat
modalverbsdonotr equireanyaddit
ionalau xi
l
iaryverbs anddono tvaryinth
irdpe
rson
s
ingul a
rinthe mids tofusinggenresthatrequiretheuseo f moda
ls
.
Summingup,asitcanbenot
icedinthechartthatfol
lows, whenlanguageis
con
ceptu
al
izeda
ss y
stem
,thep
reva
i
ling
ins
tru
ctiona
lp r
inc
iple
istoteachfo
rm sand
Th
e
Ad
r
in
i
an
flu
en
ad
c
eo
eC
flanguag
.Kuer
tenD
ec
e
l
l
on
c
agn
ep
e
t
ion
lo
son
|Ma
ri
languag
aE s
terW
etea
.Mo
ch
r
it
z
er
’
spr
act
ice
s
|1
08
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
struc
turesnoty e tacquired;teachingp rac
ticesaregu idedb ydefn i
tions
,cl a
ssifcations
,
rules
,no rmal
izations
;a tt
ime s
“dressed”intexts(orpretexts
).When language i
scon ce
ived
ofasso c
ialpractice
,thep redomin antinst
ru c
tion a
lp r
incipleistoteachhowtou sethe
langu ageingiv encon texts,howtoa chievethede s
iredcommun icat
ivego al
sandhow
l
ingu i
sticfea
tu resc anh elpinsu chana c
comp l
ishm ent.T e
achingp rac
ticesw ithinthi
s
scopea reguidedb ytheu seofef ect
iv ete
xtscon v eyedin mediath a
tcircula
t eso c
ial
ly
andh a vem eaningfo rinterlocutors
,langu ag euseth ereforeb e
ingsituatedcu ltural
ly
andh i
stori
cal
l y
.L angu age,accordingtothisso ci
alp ract
icecon cept
ion,hasnocon cr
ete
exis
ten c
eou ts
ide interperson a
lrelat
ion sh
ips;thisistos ay
,ou ts
ideinte
raction.
Ch
art1–M
aind
is
tin
ction
sbe
tweentheo
rie
sof
langu
age
Theo
ryo
fLanguage In
stru
ctiona
lpr
inc
iple T
each
ingp
rac
tice
s
L
angu
agea
ssy
stem T
eachfo
rm sands
tru
ctu
resno
t Defn
it
ions
,cl
ass
ifc
ation
s,ru
les
,
y
etacqu
ired norma
li
zat
ions
L
angu
agea
sso
cia
lpr
act
ice Te
achhowtousethe
langu
age Useofefe
cti
v etex
tsconv
eyed
ingi
vencon
text
s in med
iathatci
rcul
ateso
cia
l
ly
Sou
rce
:Theau
tho
rs
Inordertoi
llu
stratehowth eseconc ep
tionsinfu enc
et ea
chingpractices
,w eusetwo
e-mai
l mes
sages
,r e
tr
ievedfromJohn son(2009),sentbytwoapp l
icants(oneAme rican
andoneChinese)totheprofe
ssorinch a
rgeo ftheMAT ESL(M as
ter
so fArtsinTeaching
Engl
ishasaSecondL anguage
)P rogramatP ennStateUniver
sit
y.Theapp l
icants
’name s
intheme s
sagesarepseudonym s.
Ithenspe cula
teonpo ss
ibleproceduresthatteacher
s
frome a
chviewwou ldgoabou two r
kingw i
thth i
sm ater
ia
l.
E
xamp
le1
Subject
:Que s
tion sabouttheMAT ESO LProg ram
DearDr.John son,
Iw asv eryple a
sedto learnthatIh avebeena cc eptedin
tothe MAT ESLprogr am.Iplan
tobeg inthep rogr amintheF a
ll04t erm.Be forea r
riv
ingonc ampu s,
Iwonde r ifi
twou ld
beapp ropria
t etocon tac
tm yad vi
sorr ega
rd ingapp ropri
atecoursesando therp rogram
requi
remen t
s?A l
so,Iwonde ri
ftwoy e a
rstocomp letetheprogramisprettymu chstandard
foryou rprog ramo rifthetim ecanb ea ccelerated?SinceIapp l
iedf a
irl
ylateandh ave
nofn an c
ia
lsuppo rtf
romtheUn iver
sityforthisy ear
,Iwouldalsolikeinfo
rm ationabou t
how Im ightapp lyforateachingand /orrese a
rcha ss
istan
tshipforne x
ty ea
r.I
fyoucou ld
sendth is
inform ationto mea tyoure ar
lie
s tcon venience
,Iwou ldg r
e a
tlyappr ec
iatei
t.
Onceag a
in,th ankyoufo rac cept
ing m eintoth e MAT ESLprogram .Ilookfo rwardto
work
ingw i
thyou inthev eryne a
rfuture.
Regards,
“Carte
rM arksmen ”
Sou
rce
:John
son
(2009
,p.50
)
Th
e
Ad
r
in
i
an
flu
en
ad
c
eo
eC
flanguag
.Kuer
tenD
ec
e
l
l
on
c
agn
ep
e
t
ion
lo
son
|Ma
ri
languag
aE s
terW
etea
.Mo
ch
r
it
z
er
’
spr
act
ice
s
|1
09
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
E
xamp
le2
Subject
:Soso rrytotroubleyouag ain.
He
llo,DearD rKa renJason
,
Today,when Igonetopo stof cetosendthecomp letedappl
icat
ion m a
ter
ia
l s
toyou Iw asstolen.I
tisunfortunatelytheapplica
tionsalsow assto
len.Now Iama f
raid
thetime isnotenoughfo r metoapp ly
.
1
)Ple asesendtheapp lica
tion formsbye-m a
iltome.So Icandownloadandp r
int
them ,
itw i
llbethef aste
stw ay.
2
) Ifthatwon ’twor k
,pleasesendtheapp l
icat
ionfo rmsto meb yinte
rnat
ion a
l
EM S?Butth a
tme ansyouandyou rdep ar
tmentw i
llp a
ytheEM Sfee
forme.Thenp lea
se
te
llmethen ame ,addressforrece
ivingmone yorder
,Iwil
lr etu
rntheEM Sfeetoyouand
yourdep artmen tby mone yorderafterIrece
ivetheapp l
icat
ionform s
.
3
)Ifthet ime i
senough ,pleasesendmetheapp li
c a
tionfo
rm sthecommonw ay?
Iamso rrytotroubleyoube causeofm yfaul
t.
Me r
ryCh ris
tm as
!(ali
tt
leb i
te arl
ier
!)
“Y
iLin”
Sou
rce
:John
son
(2009
,p.51
)
Possibly
,profe
s s
ionalswhowo rkwithina langu ag eass y
st emp er
sp ect
ivewou ldh ave
learnersreadeachtextsoastofndspe cifcinform at
ion.Inreg a
rd stoE xamp le1,possible
questionswou ldb e‘Wh a
tisth esubjec tofth ee-m ail
?’
,‘Who isth ee-m ailadd r
es sed
to?’
,‘Who isthesend erofthee-m ai
l?’
,‘Wh a
t i
sth ew ri
t e
rp leasedto le a
rn ?’
.Afte
rth at,
focu swouldcerta
inlyfal
long ramm ar
.A sthew ri
t erm akesu seofind i
rectque st
ions,itis
prob ab
lethatdirec
tand indi
rectquest
ion swouldbethe focu softhe lesson.Thet eacher
woulde xpl
ici
tlyteachth euseofd i
r e
c tand indire c
tqu e
stions—e itherindu ct
ivelyo r
dedu ct
ivel
y— andthenr e
ferbacktotheque st
ion sthew ri
t e
ru sed inhise -m a
il
.Ane xt
stepo fthecla
s swouldpo ss
iblybee x erci
sesth atrequiredthep racticeofthecon tent,
sucha schangingd irec
tque st
ionsinto indir
e c
tque s
tionsandv i cev e
rs a
.
Theteacherwouldpos
sibl
yco r
rec
ttheexerc
ise
sn amingastudenttor eadeachsentence
andwou ldtakeadvan
tageo fthe momenttocorr
ectandp ract
icep ronunci
ation
.A f
ter
that
,th ec
lasswouldprob abl
yb eoverandthetea che
rwou ldno ttou chonth a
tt ex
t
aga
in.Thee-m a
ilmess
agewou ldther
efor
ebeu sedasapretex
t (GERA LDI
,2006)toteach
d
irec
tand ind
i r
ectques
tions
.
Exampl e2wou ldveryl

ike
lyno tbeus eddu etopre
sentingtoo m anym i
stake
sandto
notbeingas ampletha
tconta
insp at
ternsofwh a
tisunderstoodasagoodt ext
.Itwould
bew e
l come,how eve
r
,inclas
sesinwh ichlanguagei
st a
kena ssocia
lp r
acti
ce.Br
inging
Johnson (2009
)back
,sheproposestha
tE xample2wouldrenderthefol
lowingdis
cuss
ions
.
Th
e
Ad
r
in
i
an
flu
en
ad
c
eo
eC
flanguag
.Kuer
tenD
ec
e
l
l
on
c
agn
ep
e
t
ion
lo
son
|Ma
ri
languag
aE s
terW
etea
.Mo
ch
r
it
z
er
’
spr
act
ice
s
|1
10
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
a
. Wha
tisthecommun
ica
tiv
eefec
tofthee-ma
il me
ssage
inExamp
le2
?Ifyouw
ere
tore
c e
ivei
t,wh
atwou
ldbeyou
rimpres
sion
softhesende
r?
b
. No
ticehowthee-ma
il mes
sagebeg
ins
.Doesi
tseemappropr
iate
? Wha
tlingu
is
tic
,
d
iscour
seandpragmat
ici
ssue
sdoyouthin
kthewr
ite
rcons
ideredwhenbeginn
ing
th
ise-m a
i
l me
ssage
?
c
. Not
icetheo ve
ral
lrhetor
ica
lstruc
tureo
fthi
se -mai
l me
ssage.Doesitseem
approp
ria
te?Whatdi
scour
sefea
tur
esdoyouth
inkthethew
ri
tercon
side
redwhen
wr
it
ingthi
se-mai
l mes
sage?
d
. Loc
ate1-2gramm a
tic
al
,lex
ica
land
/orpragma
ti
c“e
rro
rs”
.Di
scus
swhytheya
reerro
rs
(whatgramm a
tic
al
,lex
ica
l
,p r
agmat
icru
le(
s)a
rebe
ingvio
lated
)andhowtheyafec
t
the me
aninggofthe mes
sage.
e
. Rewr
itethesen
ten
ce(s
)withthe“er
ror
s”ident
ifedaboveinat
leastth
reedifer
ent
way
s.Dis
cusshoweachve
rsionofthe“
corre
cted”sen
ten
ce(s
)alte
rsthemeaningof
the mes
sage
.
Sou
rce
:John
son
(2009
,p.51
)
Theworkwi
thExample1wouldfo
l
lowth a
tverys
amere
a son
ing(ascanbeseenina
- c
)
,
exc
epttha
temph a
siswouldbeplacedonthecommun
ic a
tiv
ego a
lsofthewri
terand
thel
ingu
is
tic
fea
ture
sthatwoulda
llowhimtoach
iev
esuchgo a
ls(
ascanbeseenind-e
).
a
. Wha
tisthecommun
ica
tiv
eefec
tofthee-ma
il me
ssage
inExamp
le2
?Ifyouw
ere
tore
c e
ivei
t,wh
atwou
ldbeyou
rimpres
sion
softhesende
r?
b
. No
ticehowthee-ma
il mes
sagebeg
ins
.Doesi
tseemappropr
iate
? Wha
tlingu
is
tic
,
d
iscour
seandpragmat
ici
ssue
sdoyouthin
kthewr
ite
rcons
ideredwhenbeginn
ing
th
ise-m a
i
l me
ssage
?
c
. Not
icetheo ve
ral
lrhetor
ica
lstruc
tureo
fthi
se -mai
l me
ssage.Doesitseem
approp
ria
te?Whatdi
scour
sefea
tur
esdoyouth
inkthethew
ri
tercon
side
redwhen
wr
it
ingthi
se-mai
l mes
sage?
d
. Wha
tgrammat
ica
l
,lex
ica
l,pragm
ati
cfe
atu
resdoe
sthewr
ite
remplo
yinw r
it
ingthi
s
e-ma
ilmes
sage? Wha
tassumpt
ionsdoyouth
inkthewr
ite
rismakingaboutthe
rec
eiv
ero
fthi
se-m a
i
l mess
age?
e
. Wha
tdoyouth
inka
rethecommuni
cat
ivego
alsofth
iswri
ter? Wha
tgramma
tic
al
,
le
xica
l
,pr
agmat
icf
eatu
resd
idthewr
ite
remploytoach
ievethesegoa
ls?
Sou
rce
:John
son
(2009
,p.50
)
Th
e
Ad
r
in
i
an
flu
en
ad
c
eo
eC
flanguag
.Kuer
tenD
ec
e
l
l
on
c
agn
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e
t
ion
lo
son
|Ma
ri
languag
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terW
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ch
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spr
act
ice
s
|1
11
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
Ascanbeno tic ed
,w ith
inthe langu age-as-socia
l-pra
cticestandpo int, me an
ing isatthe
cente
ro fped agog y
,and form—seen fromtheb roaderviewpo in tofle x
icog ramm ar— is
approachedinthese rviceo f meaning,inr ef
e r
en c
etocon textandthu sincon vergence
w
iththestud yof l
angu age fromthepe rspecti
v eofH a
l
liday’s(HA LLIDA Y,1961;HA L L
IDA Y
;
MATTHIESSEN ,2004 )s ystem icfun ctionallingu i
stics(SF L)
.SF Land ,p ar
ticular
ly,
lex
icogramm a
rc apturetheb igpictureofthes tudyoflangu ageb yemph a
sizingi)
langu age
inuse(orincon t
ext);
ii
)the in
terdependen ceoflexis
( vocabulary)andg r amm ar(syntax
);
andii
i)thein t
rinsicrela
tionb etw eenl e
xicog r
amm arands em antics,th eform erb e
ing
anunde r
lyingcomponen tofthe me aning-m a
kingsystemo fal angu age.Th is meansto
saythatlangu age,from lexica
litem sandg ramm a
tica
lcon struction stowho letexts
,h as
evolv
edtoe xpressspe c
if c meaning sinreferencetospe cifccon t exts
.
Afur
the rcentra
lf ea
tureofS FLthatal
ignsw i
ththel angu ageasso c
ia
lp r
a ct
icepe r
spect
ive
istheunde rstandingthatthe l
angu agesystema ccommod a
tesdiferentsystemicchoices
,
andther ea
r ediferentoptionsfromwh ichtochoo sew ith
inthissystemino rdertoexpres
s
meaning.Itisthisfocusonp aradigmaticre
lations,wh e
reinan indiv
idu a
lsign m ayb e
replacedb yano ther
,th a
tw i
llg i
v e
langu ageu se
rsaw arenessoflangu ageasar esource
thatcanb em anipulatedino rdertoa ccomplishd iferentpu rposes
.A sH al
l
id ay(2003)
c
l a
im s
,“thepow e
ro f
langu ager e
sides
in i
tsorganisationasahugene tworkofinterre
lat
ed
choices”(p.39 )
.Itisther e
forep a
ramoun tth atlangu ageu sersh avethec apac
ityto
understandthenu ancesth a
te achchoiceen t
ails
.
Inth
isvein
,Johnson
(2009)a
lsoproposestha
tteacher
swouldgoonintodis
cuss
ingthe
e-ma
ilm es
sag e
inExample2inw a
ysthatwouldfurthe
rexplo
retheunders
tand
ingo f
thel
ingu
i s
tic
,dis
cou
rse
,andp r
agm a
ticfea
ture
softhetext
inthei
rin
tere
lat
ionsh
ipwith
cont
ext
,lexicog
rammarandsem an
tic
s.
a
. Doyourecogni
zean yl
inguis
tic
,dis
cour
se,orp ragm a
ticf
eatureso
fExample2th a
t
maybeinfuencedbyth ew r
ite
r’
sL2languaculture(Ch
in e
se)?I
fso,whatarethey
andwh a
tsocia
lsignifcancedotheyplayinthise-m a
ilexchange?L
ikewise
,wh at
l
ingui
sti
c,di
scourse
,orp r
agm a
ticf
eatu
resm ighttherece
iverofth
ise
-m a
ilmessage
expe
cttosee?
b
. Th
ise-mai
l me
ssagecon
tain
sareques
t.D
iscu
ssways
inwh
ichyou m
igh
tte
achL2
le
arner
showto m a
keareques
tinane-ma
i
l mes
sage
.
c
. Rewri
tethee
-m a
ilm e
ssagewithapprop
ria
te l
ingui
st
ic
,discou
rse
,andpragmat
ic
fea
tures
.Beprep
aredtoexp
lainwhyyoum adec e
rta
inchoi
cesove
rothe
rsandhow
thosecho
ice
shelptoshapethe me
aningsbeingexpre
ssed
.
d
. Wha
tdo esana
lyz
inge-ma
i
lme
ssage
ssu
cha
sthe
sesugge
stabou
tL2
langu
age
le
arningandtea
ching
?
Sou
rce
:John
son
(2009
,p.52
)
Th
e
Ad
r
in
i
an
flu
en
ad
c
eo
eC
flanguag
.Kuer
tenD
ec
e
l
l
on
c
agn
ep
e
t
ion
lo
son
|Ma
ri
languag
aE s
terW
etea
.Mo
ch
r
it
z
er
’
spr
act
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s
|1
12
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
Af
t e
rp resentingth esetwop er
sp ectives,i
tshouldb es a
idthatt e
achersm aye xpress
fragm entso f moreth anon elangu ag econ cep
tion,orm ayholdcon cept
ion sth a
tw i
l
l
notn ecessari
lyb econ si
stento vertim e— theym aych angetheirconceptionsa sthey
getmo ree xper
ienc edandknow ledge able— and/orwith
indiferentconte
xt s—the ycan
purposeful
l ychangethe irappro acha ccord
ingtotheob ject
ivesandneed sthatag iven
contextrequires(
FR EEMAN ,2016).Onew ayoranother
,impo r
tanceshouldbeg i
v entothe
factthatrelevantped agog yacknow ledge sandv a
l
id a
t e
sdifer
en ces
;wh a
tm a
ttersmo s
t
isth a
tt e
ache r
sm akeinformedde c
isions—be ingabletoreasonuponthe i
rcho ices— as
the yplanandt eachthe irc
lasses.
3
.Fin
alr
ema
rks
Atther isko fg ro ss
lysimplifyingthede c
isionst akenb yse cond /
for e
ignl angu age
teache rs,itshou ldbec lea
rb ynowth ati
tise s
sentia
lth att eacher
sunde rs
tandthev iew
oflangu ageth atthe yespouseandtheped agogicalef e
ct sthatemb rac
ingoneo rano the r
persp ectiveen tails
.Infact
,b e yondthelangu agecon c ep t
ionth a
ton eholds,teach er
s’
practicesa rea l
so infuen c
edb ysevera
lotherfactors
,sucha scurr
icu
lum ,p rogramde s
ign ,
institution alpo licies
,and mo stimportant
lyb yr e
s ea
r chr ela
tedtoth eorie
so fse cond
langu ag ea cqui s
ition(SLA)th atexpla
inhow languag esa relearned— th eroleofinpu t
,
outpu t,intera ct
ion ,age,wo r
king memo ryc apaci
tyando therconstructsthath avecle ar
ands ignif can tcon sequences forsecond/
foreignlangu age inst
ruct
ion (ABRAHÃO ,2014 ).
Con cep tion so fl anguageu su al
lycom eh and inh andw ithcon ception soflangu ag e
teach ingand langu agelearning,theseconstruct
salsosh apingped agog ica
la c
tion sand
guidingat ea cher’spercept
iono fwh ati
sapprop r
iateorno t
.Iti
sthereforep ar
amoun tth at
the seo the rf acetsth a
thelpdefnethe mu lt
iplea ct
ivi
tie sthattakep laceinthefo r eign
langu agec la ss
roomdono tgounque st
ioned .
R
efe
ren
ces
ABRAHÃO
,M ar
iaHelenaVie
ira
.Acon st
ruçãodoconhe
cimentoteór
ico-p
rát
icodoprof
essorde
l
ínguasemformaçãoin
ic
i a
l
.Contex
turas,[S
.l
.
],v
.23
,p.161
-191,2014.Di
sponí
velem:ht
tp:
//hd
l
.
hand
le
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SKY
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COOK,Les
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,Peter
;FRY,P ame l
aG.
;KONOPAK,Bonnie; MOORE
,C yn
thi
a.
Prob
lemsinDe velopingaCon stru
cti
vis
tApp ro achtoTeach
ing
:onet ea
cher
’stran
si
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rom
teache
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an.Impo
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e
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r
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i
an
flu
en
ad
c
eo
eC
flanguag
.Kuer
tenD
ec
e
l
l
on
c
agn
ep
e
t
ion
lo
son
|Ma
ri
languag
aE s
terW
etea
.Mo
ch
r
it
z
er
’
spr
act
ice
s
|1
13
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
FR
EEMAN
,Don
ald
.Edu
cat
ingse
cond
languagetea
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rs.O
xfo
rd:O
xfo
rdUn
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rs
ityP
res
s,2016
.
FR
EIR
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aulo
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iadoop
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ido.17
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err
a,1987
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,JamesPau
l.Lea
rninglanguageasa m
att
ero fle
arningso
cia
llangu
ageswi
thind
iscou
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In
: HAWKINS
,M arga
r e
t(O rg
.
)Languagelearningandtea chereducat
ion: Aso
ciocu
ltu
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.Clevedon
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rs
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G
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HALL
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THEN EWLONDON GROUP .Apedagogyof mu

lt
il
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racie
s: De
sign
ingsoci
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tiona
lReview
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.1,p.60
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hae
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.17370n67
v22
j160u
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SAU
SSUR
E,F
erd
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.Cu
rsode
lingu
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icage
ral.30
ªed
.
,SãoP
aulo
:Cu
lt
rix
,2002
.
Th
e
Ad
r
in
i
an
flu
en
ad
c
eo
eC
flanguag
.Kuer
tenD
ec
e
l
l
on
c
agn
ep
e
t
ion
lo
son
|Ma
ri
languag
aE s
terW
etea
.Mo
ch
r
it
z
er
’
spr
act
ice
s
|1
14
P
ronunc
iat
iont
each
ingo fnon
-na
tiv
e
langu
ages
:Mo v
ingb e
yondnat
ive
va
rie
tie
s
Ron
aldoM
angu
ei
raL
imaJ
r
.
Un
ive
rs
idad
eFed
era
ldoC
ear
á
Thequest
ionth atguidedthes ixthApp liedLingui
st
icsQ&Ase ss
ion 1
andth a
tmo tiva
t ed
thi
schapteris
“wh a
taresomecu rrenttrendsfo
rpronunciationteaching?”Beforethink
ing
aboutta
sks,me thodologiesand/orapp ro a
chestoteachthep ronunci a
tionofnon -nat
ive
languages(L2),oneshou
2
ldfrstrefe cton (
i)whetherorno ttoteachp ronun c
iat
ion,and
(
ii
)wh i
chmode loftheL2tou sewhent eachingpronunc
i a
tion.Iwi
llu seteach
ing /
learn
ing
Engl
ish
-L2 inBrazi
landt e
a ch
ing/le a
rningPo r
tuguese-L2inB ra
zila sexamp lestobuild
myargum ent
,bu tthecon clus
ionc anb eg ene
ral
izedandad aptedto mo stnon -nat
ive
languagestaugh t/
learnedindif erentcon tex
ts
.
1
.Shou
ldL
2pronun
cia
tionb
etaugh
t?
Pronunc
i a
tionh a
sh adsomeup sanddown sthroughoutthehistoryofL2tea
ching
, f
rom
beingignored,asinth ee
arlyCommun ic
ativeApp roachpropo s
als
,toh av
ingac ent
ral
role
,sucha sinaudio
lingua
l
ism (CELCE
-MURC IAetal
.,2010;LEV
I S
,2005;MURPHY;BAK ER
,
2015)
.T oday i
tseem sunquestionab
lethatp ronunci
ationteachingshouldb epartof
L2teachinginab alanced mannerandwithintel
lig
ibi
li
tyinsight(LEVIS
,2005;L
IMAJR ;
ALVES
,2019 ;RICHARD S
;RENANDYA ,2002
).
Alotinpronunc
iat
ionteach
ingh asbeendoneacco
rdingtotea
chers
’in
tui
tionsand
per
sonalexper
iences
learn
ingL2s,whichha
sledtotheneedofempir
ica
lresear
chto
supportL2pronunc
iat
iontea
ching(DERWING
;MUNRO ,2015b
;LEVIS
,2016
;LEVIS
;WU,
h
t
1
tp
s:
//www
.you
tube
.com
/wa
tch
?v=PAdDP
tB0
xsc
.
2
Inth
ischap
ter
Iwil
lnotdis
tingu
ishbetweense
cond,for
eign
,add
it
ional
,etc
.langu
age
,andwi
l
luseL2a
s
anumbre
ll
atermtore
fertoanynon-n
ativ
elanguage
learneda
fte
rone’
s mothe
rtongue
(L1
).
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
2018;LIMAJR;A LVES,2019).Asare sult,awho lebod yofrese a

rchh asemerged.Thom son
andDe rwing(2015 )
,fo rinst
an ce,su rv eyed75s tudiesonL2p ronun c
iation,which
var
iedcon s
iderablyin methodolog y
,go a
lsandre sul
ts,bu tallinfavorofthete ach
ing
ofL2p ronun c
iat
ion. Mu rphyandB aker(2015 )c
iteato talof45emp irica
ls tud
ie s
condu ctedbe tween1994and2005wh ichsuppo rtthep ronun c
iat
iono fEng l
ishasa
SecondL angu age.Lim aJ
randA l ves (2019)reviewed49s tud iescondu c
tede xclus
ively
inB raz
ilonthede velopmen tofL2spee chunde raComp lexD ynamicSystem sTheo ry
perspective,o
3
fwh ichse venwe r er ecent(2008-2018)s tudiesone xpl
i c
itinstruc
tion
ofpronun ciat
ionth atalsosuppo rtp ronun ci
ationte ach
ing .In2019and2020the se
authorsaloneh avecon tr
ibutedw ithf ve morestudiesth atsuppo r
tthete achingofL2
pronunciat
ion (ALVESe ta
l.,2020;A LVES;KAMP FF
,2019;A LVES;LUCH INI
,2020 ;JUNGES ;
ALVES,2019;L IMAJR; MENDES ,2020 ).
W
iththiswho lep lethoraofstudie
s,theanswertotheque s
tionthattit
lesthissec
tion
isadefn ite“ yes”
,L2p ronun c
iat
ionshou ldbet augh tfo
rithelpsw iththeu l
tim ate
go a
loflea
rninganL2 :Commun icat
ion.Anotherclearanswerthat mostofthestudies
c
i tedaboveh avep rov
idedistheneedfo rashiftfromn at
ivel
ikene ssasago alfo r
pronunci
ationte aching/
learn
ingtoago a
ltowardsintel
l
igib
il
ityandcomp rehens
ibi
li
t y
.
Thisproposalw a sstrong
lypu tfo
rw ardbyL e
vis(2005),wi
ththe m ajor
ityofresearch
carr
iedouta fterw ardssupport
ingit
.
Tr
a ce
yDe rwingandMu rra yMunroa rethetwon ame s mos
tcommon lyassoc
iatedw i
th
resea
rchandd iscuss
ion son inte
llig
ibil
ity
,comp rehens
ibi
li
t yandfore
igna ccentdueto
thei
rmo reth an30y earso fcont
ributiontothefeld,andacomp rehens
iver ev
iewoftheir
workcanbe found inA
lbuque rque(2019).Onequickdive
intothediscus
sionsurrounding
thesecon s
tructsshow sth attheya renoteasytodefneandth atther
ea r
es t
il
lquestions
tobeadd re s
sed infutur eresearch.How ever
,infewwo rds
, in
tel
lig
ibi
li
tyc anbesimp ly
putasthedeg reetowh i cha me ssageintendedandspo kenb yanL2spe aker
isa c
tu a
l
ly
understoodb ythe l
is
t ene r
;andcomp rehensibi
li
tyisre
latedtothedeg reeofdif cult
y
theli
stenerh asinordertounde rstandthe message(DERW ING;MUNRO ,2015 a
).
Init
ia
ls tud
i esonintel
ligib
il
ityandcomp rehensibil
itytoo kthen ati
v espeakera sthe
standardto judge/me asurethedeg reeofinte
lligib
ilityandcomp rehen s
ibi
lityofL2
speakers.How eve
r,asw il
lb earguedinth enexts ec
tions,thereares ever
all
im i
tat
ion s
tothisviewand ,infact,recentresea
r chonth esecon struct
sa cknow ledgesthatth e
l
istenercouldbean ativespe a
keroftheL2bu talsoano therL2spe akerofthelangu age
,
andthatcommun ica
tionisindeeda ch
ievedthroughthed ynamicinteract
ionofspe aker
andli
stener(ALBUQU ERQU E;AL V
ES,2020a,2020b).Thispromp t
sthene x
tsect
iono fthis
chapte
r,whichadd re
ssesthemode lthatshouldbeu sedtot each/
learnL2p ronuncia
tion.
3
I
foneat
temptedtorev
iewal
lre
sea
rchonL2spee
chcondu
ctedunde
ran
ytheo
ret
ica
lpe
rspe
cti
ve,the
numbe
rwouldbe muchh
ighe
r
.
Pr
onun
Rona
c
ia
ldoM
t
iontea
angu
ch
e
ir
ingo
aLim
fnon
aJr
.
-na
t
ive
languag
es
:Mo
vingb
eyondna
t
ivev
ar
ie
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es
|1
16
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
2
.Wh
ichL
2 mod
elshou
ldb
eus
edtot
eachp
ronun
cia
tion
?
S
in ceIamaB razil
ianEng lisht e acher
,Iw il
lu seEnglish-L2andPo rtuguese-L2t each
ing /
learninginB razi
lto m ake m ypo int
,y et
,a sstatedinthe int
roduction,ther a
tionale may
beapp l
iedtoo the rL2staugh t/learned ind iferentcon te
xts
.F amou sEng l
ish-L2boo k
publi
shersar etraditional
lyknowntopub lisheitherAme ri
canEng li
sho rB r
it
ishEng l
ish
textbooks.Likew i
se ,Engl
ishcou rsesinB razi
lh avetrad
itiona
llybeenc las
sifed in
totho se
thatt e
achAme r
ic anEnglishandtho seth a
tte achBri
tishEngli
sh.Itisalsocommonfo r
boo kpublish e
rso fon evariet yto laterpub li
shav er
siono fthes am em a
t e
ria
linth e
othervar
iety.Take,fo rexamp le,the famou stex
tboo ksHe adw a
y(e.g.
,SOAR Setal
.,2002 )
,
publi
shedb yO xford;(New )InsideOu t(e.g.
,KA Y;JON ES
,2009),pub l
ishedb yM a
cm i
l
l an
;
andEng li
shF ile(e.g.,OX END EN;LA THAM -KO ENIG,2010),publi
sh edb yO xford
;wh ich
a
llh aveth e
iro rig
in a
l(Br
itishEng lish
)v ers
ion,bu talsotheAm eri
c anEng l
ishv er
sion
(Ame ric
anHe adw a y
,Ame r
ic an (New )
In sideOu t,andAme r
icanEng l
ishFile)
.
Suchad iv
i s
ion,reducingtheEng lish
-speakingwo rldintoAme r
icanEnglishandB ri
tish
Engl
ish
,islimitedbothw ithintho secategories
,ignoringthenume rousvar
iet
ie sofNorth
Americ
anEng l
ishando fEng lishspo kenintheUn i
t edKingdom ,ande spe c
ial
lylimited
inignoringa l
ltheothe r
,n at
iv eandnon -n at
ive
,v a
rietie
so fEnglish
.Beginningw iththe
so-ca
lledAm eri
canEng lish,itissimpl yimpo ss
ibletop inpointon evarietyofEng l
ish
spokeninNo r
thAme r
icath atcou ldbec al
led“the”Ame ricanEnglish
.Englishspo kenin
Ca
li
fornia,forexample,isdif e
r entfromth a
tspo ken inTexas,whichisdiferentfromthe
onespo keninNewY ork,wh ich i
sintu rndiferentfromC anadianEngli
sh,andsofo r
th.
Ignor
ing lexica
landg r
amm aticaldiferencesandd iscuss
ingp ronun c
iat
iona lone, mos
t
Americ
anEng l
ishtextboo ksigno re
,among m anyothe rex amples
,that:
• po
stvo
cal
ic/
r/i
sno
tpronoun
ced
inm
anyNo
rth
-Ea
ste
rnv
arie
tie
sofEng
l
ish
intheU
S;
• inBo ston(wherepost
-vocal
ic/r/isnotp ronounced
)thevowe
l[α]i
susua
lly
pronouncedas
[æ ]
,wi
th‘ca
r’and‘hot
’pronouncedas
[ kæ
]and[hæ
t];
4
• intheBal
timoreregionthe[
aj]d
iphthong mayberep
lac
edb y[j]
,wi
th‘Mi
ke’and
‘n
ight’p
ronounceda s[ ]and[ ] ;andinthes
amer eg
iontheword
s‘am’and
‘Sam’donotrh
yme ,asin mo
stoftheU S;
5
• ‘pa
jamas
’tendtobepronounc
edp
aj[]m
asintheNo
rthand W
estr
egion
softhe
US
,but e
lsewhere
;
• ‘
rou
te’m
igh
tbep
ronoun
cede
ithe
ras
[raw
t]o
r w
ith
intheU
S;
4
Sea
rch
foraseriesofv
ideosonYouTubeent
it
led
“BostonasaSecondL
angu
age”
tof
indhumo
rouse
xample
s
o
fthepecu
li
ari
tiesofthevar
ietyo
fEngli
shspokeninthatreg
ion
,forex
amp
le:h
ttp
s:
//www
.you
tube
.com/
w
atch
?v=c7eSCG-k4oo(ac
cessedonApri
l4,2021
).
5
Chec
k h t
tps
:/
/www.you
tube
.com/w
atch
?v=QLDjE33_uRM&l
is
t=PL4EBC81C
E609B33
F0&
inde
x=17
(
acce
ssedonApr
i
l4,2021
)fo
raninfo
rma
lexp
lana
tionand moreexample
s.
Pr
onun
Rona
c
ia
ldoM
t
iontea
angu
ch
e
ir
ingo
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fnon
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-na
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ive
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es
:Mo
vingb
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t
ivev
ar
ie
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es
|1
17
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
• ‘
gro
cer
ies
’migh
tbep
ronoun
cedw
ithe
ithe
r[s
]or
[]inthese
conds
yl
lab
le
;
• man
yNo r
th-Ame
ric
anspe
ake
rso
fEng
l
ishdono
tdif
eren
tia
tethevow
els
in‘
cot
’
and
‘caugh
t’
,bu
tsomedo
;
• thed
iph
thong
in‘hou
se’and
‘blou
se’a
red
ife
ren
tintheU
Sand
inC
anad
a.
Thesea rejustaf ewe xamp l es6 ofv ariabi

li
tyinp ronun c
iat
ionw ithinNo rthAm er
icato
i
llustra
t ehowh ard i
tistop ickoneo fthema s“the”Ame ri
c anEng l
ishtobeu sed in
textbooksandc l asses
.Thep i c
tur eisno tdifer entw i
ththeso -
ca l
ledB ri
tishEng l
ish.Ev en
thoughtheUn itedK ingdom ismu chsm al
lerth antheU Ste
rri
to ria
lly,
itispo ss
iblyri
che r
interm sofdif e
ren tvarietieso fEng l
ish .Therea resevera
lvideoson lineofpeop lem ak
ing
imp res
sion sof17,20ande
7 8
ven24 d
9
iferentB rit
ishaccents
.Stillonthe inform a
lsideo f
thi
sch aracter
ization,the rei sasc ene inthemo vieHotFu zz
inwh ichthem a
inch aracter
,
apoliceof c e
r,need stob r
ingtwoo the rcol
le ague swhen inte
rrog atingano ldfarme rso
thatoneo ftheco l
le ague sc an“translate”theEng lishofthefarme rtoh i
sv ar
ietyofEnglish,
whi
ch isth en“translated ”b yth es econdco l
l eagu eintothev arietyo fEng l
ishspo k en
bythem a
inch a
r acter .Th
10
ereareth r een a
tiv esp eake
rsofB r
itishEng lishinth esc ene
thath avedif cultyunde rstandinge a chother.Ina mo reform a
la ccounto fsuchv ar
ie ty
,
Col
l
in sandMee s(2013 )andCo ll
in s
,Mee sandC ar
ley(2019)
,inthe irP ra
ctica
lPhone t
i cs
andPhono log yte xtboo ks
,of erau then ti
creco rdingsandsomean a
l y
seso ftendif e
ren t
var
iet
ieso fB r
it
ishEng lish andf
11
veo fNo r
thAme ri
canEng l
ish.
12
Asimila
rph enom enono ccur
sw i
thth et ea
chingofPortuguese
-L2
.E venthoughth e
publi
shing m arketofPortuguese-L2isfarfrombe ingasla
rgeasthatofEng l
ish
-L2,
som eth
ings imilarhappen s
:Thereareboo k
sa va
i
labletoteach
/lea
rneitherBraz
i
lian
orEurope anPortugu e
se.FortheB ra
zi
lianr eade
r
,itisneedle
sstosaythati
tissimply
impo ss
ibletocal
lonesinglevar
ietyofPortuguese“
the”Br
azi
l
ianPor
tuguesevar
iety
.From
R
ioG randedoSu ltoAm azonas
,goingthroughS ãoP au
lo
,RiodeJanei
ro,Bah
i aandRio
GrandedoNo r
te,forexample(to ment
ion jus
tafew),onecanfnd
• m
anyd
ife
rentwaystopronouncepos
t-voca
li
c/r
/,po
ssib
lea
san
yofthe
se:[
]ore
vennotpronounceda
tal
l;
6
Checkoutthe mapscreat
edb yKat
z(2016)
,someofwhichcanbefoundathttps
://www.busine
ssin
side
r
.
com /
american-eng
lish
-dia
lect
s-maps
-2018-1#
is
-mayonn
aise
-two-
syl
lab
les
-or-
three-4(a
ccessedonAp r
il4
,
2021)
,for mor
ef a
scina
tingexample
s.
7
h
ttp
s:
//www
.you
tube
.com
/wa
tch
?v=
Fyy
T2jmVPA
k(a
cce
ssedonAp
ri
l4,2021
)
.
8
h
ttp
s:
//www
.you
tube
.com
/wa
tch
?v=u_BDG9
JtGw8
(ac
ces
sedonAp
ri
l4,2021
)
.
9
h
ttp
s:
//www
.you
tube
.com
/wa
tch
?v=OXK_HC
Im1M0
(ac
ces
sedonAp
ri
l4,2021
)
.
10
h
ttp
s:
//www
.you
tube
.com
/wa
tch
?v=Cun
-LZ
vOT
dw(
acc
essedonAp
ri
l4,2021
)
.
11
Co
ckney(Gr
eate
rLondon
),W estCoun
try(Br
isto
l)
,Midland
s(Bi
rmingham)
,North(
Lancash
ire
)
,Geordie
(Newca
st
le)
,Scot
ti
sh(Ed
inburgh
),Ir
ishRepubl
ic(Grea
terDubl
in)
,Northe
rnI
rel
and(Bel
fas
t)
,South W
ales
(G
lamorgan
,Carmar
then
shi
re),S
couse(L
iverpoo
l).
12
Gene
ralAme
ric
an,Sou
the
rnU
SA,Ken
tuc
ky,NewY
ork
,Can
adi
an.
Pr
onun
Rona
c
ia
ldoM
t
iontea
angu
ch
e
ir
ingo
aLim
fnon
aJr
.
-na
t
ive
languag
es
:Mo
vingb
eyondna
t
ivev
ar
ie
ti
es
|1
18
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
• po
ssib
lep
ala
tal
iza
tiono
fpo
stvo
cal
ic/
s/
,wi
th‘p
az’p
ronoun
cedw
ithfn
al[
s]o
r[]
;
• po
ssib
lep
alat
al
iza
tionof/
t/and/d
/be
for
e/i
/,p
ronoun
ced
[t]and
[]inmo
st(bu
t
no
tall
)pa
rtsofB
razi
l;
• e
ithera monoph
thongo
rad
iph
thong
inwo
rds
like
‘mê
s’[me
s]o
r[me
js
],and
‘pa
z’
[pas
]or[paj
s]
.
• a
loto
fva
rie
tia
tion
inrh
ythmand
inton
ation
.
Thesear ejus
ta f ewe xamples
,andno tmentioningvar
iabi
li
tyinvocabularyandg ramm ar.
Ibelieveitiscle arbynowth ati
tissimplyimpo ss
ibletocal
lonesinglev ar
ietyofEnglish
spoken inNo rthAme rica
“Ame r
icanEng l
ish”
,toc a
l
lonev ar
ietyofEng l
ishspo keninthe
UK“Brit
ishEnglish ”
,andtoc al
lones inglevar
ietyofPortuguesespokeninB raz
il“B
razi
lian
Por
tugue se”
.I
fth at
i s
impo ssible
,thenwh atisthevarie
tyofEnglishu sedinAme r
ican
Engl
isht extboo ksand inBr
it
ishEng li
shm ater
ials
?Andwh ichBraz
il
ianPo rtugueseisused
inBr az
il
ianPo rtugue setextboo k
s?Pub l
ishersprobablya
ima ta“s
t andard”vers
ionofthe
langu age— s
t and a
rdAme r
ic anEnglish
,stand a
rdB r
it
ishEngli
shands t andardBrazi
l
i an
Por
tugue se
,for instance
.Ne vertheles
s,theque st
ionrem a
ins:Wher e
inB raz
ildopeop le
spea kstandardB ra
zil
ianPortugue se
,forinstance?
Thereison eg roupo fsp eake

rsth a
tar eusual
l ysaidtou seth estandardv e
r s
iono fth e
langu age:New sanchors
.FortheB raz
il
ianreader,th
in kofw e
ll
-knownB r
a z
il
i annew scaste
rs
anddoane x
ercise
:Tryto m atchtheirsp ee
chtoon er egioninB raz
il .Doth
13
eysp eak
Portugu esefromS ãoP au
lo?No ,b ecauseonth en ew sth eytendtop ronoun cepo st-
vocal
ic/r/a sei
ther[h]or [
x]
,wh ichareno ttypical
inS ãoP aulo
.Isitf
romR iodeJ aneiro?
Again,no,be causeonthenew sthe yu sua
llydono tp a
la ta
lizepost-vocalic/s/
,wh ich i
s
w
ide spreadinR iodeJ anei
ro.Is
itfromtheSou thofB razi
l ?No,theinton ationalpatterns
areclearlydiferent
.Onecou ldelimin at
estateb yst a
t efnd ingch aracteris
ticsthata re
notu sedonth enew s
, lea
vingu sw i
thon lyon eop t
ion :N ew sca
stersofl argen etwo rk
s
doindeeda ima ta“s
t andard”vers
iono fBrazi
lianPo rtugue se,endingupw ithav ariet
y
thatisu sedonl yonTV.Aw a
yfroman ykindofne two rkp r e
ference
,onec anrefe
rtoth is
var
ietyo fBrazi
lianPortuguesea sGlobo Portugue se.
Aperfe
ctexampletoshowth atnewsan chorsoflargenetwork
sspeakasomewh ata
rtifc
ia
l
var
iety
,exp
l
ici
tlychosentobeu sedonTV ,happened in2014whenJorna
lHojeb ro
ad ca
sta
documenta
ry-
l
i kese
riesca
lledBraz
il
ianA ccen
ts,
14
in
spir
edontheLingui
st
icAt
lasofB r
azi
l
15
(CARDO SOe
tal
. ,2014
),launchedinthes amey ear
.Onthev eryf
rstep
isode
,new sanchor
SandraAnnenberga s
kedhe rnew scastingp ar
tne r
,Evar
istoCost
a,howhep ronoun ces
‘port
a’
,towhichhen atural
lyrep
lied,“he reonthenew sIsay[ ],buto
rigina
llyIsay
13
Non
-Bra
zi
li
anreade
rscou
lddothes
amee
xer
ciseth
ink
ingabou
tnew
sca
ste
rsinthe
irowncoun
tryand
cometoas
imila
rconc
lus
ion
.
14
So
taqu
esdoB
ras
i
l.
15
A
LiB–A
tla
sLingu
ís
ti
codoB
ras
i
l(h
ttp
s:
//a
l
ib.u
fba
.br
)
.
Pr
onun
Rona
c
ia
ldoM
t
iontea
angu
ch
e
ir
ingo
aLim
fnon
aJr
.
-na
t
ive
languag
es
:Mo
vingb
eyondna
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ivev
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es
|1
19
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
[ ] ”16
—andtheybo thlaughedch ee
rfu
lly
.Evar
is
toexpl
ici
tlysaidthatonthenews
heu sesav ar
ietythatisnotth eonehesp eak
sofair
,aimingatthisstandardB
raz
il
ian
Portugue sewhenb ro adca
stingthenews.ThesamehappenswithAme r
i canEng
l
ishand
Br
itishEng lish
,w i
thth e
ir“standa
rd”var
iet
iesb e
ingtheonesspo kenb yCNNandBBC
anchors,r espec
tive
ly,var
ietiesfo
rm a
l
lyknowna sGenera
lAme rican(GA)andRece
ived
Pronunci at
ion(RP) ,bu
17
tth a
tcouldberefe
rredtoasCNNEnglishandBBCEng l
ish
.
Whensea
rchingforthe “
standard”var
iet
ytobeu sedint ex
tboo ks
,publ
ishersendupu s
ing
someth
ingsimilartoGlobo Portuguesefo
rBraz
il
ianPo rtuguese
,andsimilartoCNNEng l
ish
andBBCEng li
shfo rtheirEnglishtex
tbooks
.Iw i
llno targueth atus
ingsu chav ar
iety
is
harmfu
l
,a f
teral
l,new sc
a s
ter
st endtobee x
tremel yintel
lig
ibletoaw ideaud ienc
e,but
be
ingaw arethatsuchav a
rie
t ydoesnotrep
resentoner eal
localdia
lectofthelanguage
andbeingequ al
l yaw aretha
tthe rearesev
eraldialectsthatshouldbe incorpora
tedin
thecla
ssrooma reo fparamoun t
importance
.
Sofar
,Ih av
ebu i
ltthec asethat i
t is
impo ss
ibletoredu ceEngli
shtoe itherAm eri
c an
orBri
tishEng l
ishb yshowingth atthed iver
sit
yw ithine achoftho seistoor ichtob e
ignored.How e ve
r
,spe c
ifcal
lyw ithEng l
ish,therearesti
l
lm anyothern ativ
ev ariet
ieso f
thelangu age(e.g
.,NewZ eal
and ,Au st
ral
ia,SouthA fr
ica,Jam a
ica
, India
,Gu yan a
),and,
w
ithitsstatusasaLinguaFr anca(BO LTON,2004;CRY S TAL
,2003;KACHRU ,1997 ),m an y
morenon -na
tivevar
iet
ies
,in c
ludingtheonespo kenb ymeandb ym ystudents:Br a
zi
lian
Engl
ish.Th esam eisre
lat
iv e
lyt rueo fotherlanguag escommon lystudi edasL2 ,su ch
asSpan i
sh(w i
th m anyAm ericanandp eninsula
rv ar
ieties
)
,F r
ench( spo kena san ative
langu agein manydiferentcoun trie
s)andGe rm an
,fo rexample.
Uptoth
ispoin
tIh a
vee xposedtheproblemandshow edthemess
,butwh a
ttodow i
thal
l
that?Wi
thsom anyvar
iet
iesofthes ameL2o ccurr
inginthewor
ld,whatshould
language
teache
rsandstudentsdo,af
teral
l?Inthefol
low ingsec
tionImakeonerecommend a
tion
whenteach
ingL2p ronun c
iat
ionforp roduction(speaking
)andano theronewhen
focus
ingonL2p ronunciat
ionforpercept
ion(listen
ing)
.
2
.1Wh
ichL
2 mod
elshou
ldb
eus
edfo
rprodu
ct
ion
?
Iremembe rvi
sit
ingGlasgow forthefrsttimetoa ttendaconfer
enceandge t
tingsho cked
,
rightonthef rs
td ay
,b ythe localpronun ci
ationo f[r
]wh ereIexpected[] ,ando f[]
whereIexpected[ ],withthes impleph rase“threepersons
”soundingv e
ryc losetothe
heavi
lyBraz
il
iana ccen
t edrendition[t
ri ]
.Beingtheregotm eth
inkingth ati
fI
heardaBraz
il
ianstuden
to fmineu s
ing[r]tosay‘three
’and[] in
‘person
’
,Iwou lddefnite
ly
correc
tthem,bu twhyi
fthe rearen at
ivespe akersthatpronouncethoseword sthi
sw ay?
h
t
16
tp
s:
//www
.you
tube
.com
/wa
tch
?v=R
iesu0B
yqWQ
(ac
ces
sedonAp
ri
l4,2021
)
.
17
Rece
ivedPronun c
iat
ion
isinfactanactu
aldia
lecto
fEnglishspokeninGrea
tBr
ita
in
,butle
ssthan4%of
Londoner
s,fo
rins
t ance
,werefoundtouseRPintheea
rly2000s(CRYSTAL
,2003
),mak
ingi
tadia
lec
tu su
al
ly
as
socia
tedonlywiththeRoya
lf ami
lyandwithnewsca
ster
s.
Pr
onun
Rona
c
ia
ldoM
t
iontea
angu
ch
e
ir
ingo
aLim
fnon
aJr
.
-na
t
ive
languag
es
:Mo
vingb
eyondna
t
ivev
ar
ie
ti
es
|1
20
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
Shou
ldInotco
rrec
tm ys
tuden
tsan
ymo
reand
letan
yth
ingth
ati
spo
ssib
leinsomen
ati
ve
va
rie
tyofEngl
ishgo?
Thean sweris“no”
.W eshou ldnotemb raceanapp roachthatlet
san y
thinggobe causei
t
ex
i s
tsinsomed ia
le c
to fEngl
ish
,andther e asonisthep r
im a
r ygoalofL2p ronunc
iat
ion
teachings t
at edrightinth eb eg
inn ingo fthiste x
t:Inte
ll
igibi
li
tyforcommun icat
ion.
Spe ak
inganL2w ithd iferentch aracte
risticsofd iferen
td ia
lectsislikespeakinga
Frankenst
einvarietyoftheL2.Th
in kofaPortugue se-L2speaker(o
raspe akerofyou
rn a
tiv
e
langu ageasL2,ifyoua renotBraz
il
ian )us
ingam ixofC ar
iocaandP au
lis
t apronunc
iat
ions
inthes ameu tterances.Thatspeakerw i
ll
li ke
lybe lessinte
l
ligib
lethanano theronethat
spea k
sPo r
tugue seaim ingatoneo fthoselo calaccents
,nom at
terwhichone ,as
longa s
thereisconsistencyands ystem a
tic
ity.
UsingEnglisha sane xamp leag ain,

itisli
kede cidingno ttote a
ch learnersthe interdenta
l
pronun c
iations[ ]fo rthe< th>s equ enceb e cause IndianEng lish,fore xamp le,uses
[t]and[d ]
18
in stead
.Th ereisno th
ingw rongw ithth eIndianEng l
ishd ialectand itisas
legit
im atea san yothe rdi a
lect
,bu tifBr a
zi
lianle arne rsareno tgoingto( atleasttryto)
pronoun ce[θ]and[ð ]b ecauseIndianEng li
shdo esno th aveth em ,thenth eyh aveto
str
iveath avingalltheirEng li
sh-L2sounda scloseto Ind ianEng l
isha spo ss
ible (
includ
ing
le x
ica
landg ramm at
ic a
lcho ices
)ino rdertoin c
rea seint e
ll
igib
ilityduetothecon si
stency
expe c
tedb ythe list
ene r.Ano therexamp leisanEng l
i sh-L2spe akerclearlypronoun c
ing
al
lpo st-
vo calic/r/sw ithther e
trofe xandsudden lys a y
ing‘chip s
’for‘ F
ren chf r
ies
’or
‘l
ift
’for‘e
le vator’— thislearn e
rw il
lp robablyc au sesu rpri
s einth elis
t enerand m aybe
causem isunde rstanding sforgeneratingane xpect a
tiononthe list
ene rofamo reNo rth
-
Ame r
ican-orientedv a
rietyandsudden lym aking le x
ic a
lchoi cesthata re mor etypica
lof
theEng l
ishspo kenintheUK .
Asar e
sult,m ysugg est
ionfo rL2t each e
rscon ce
rningp ronunci
ationt eachingwh en
itcom estop rodu c
tion(sp ea k
ing )istwo fold
.F i
rstofall
,h e
lpyou rstud entsb ecom e
aw a
retha tthe yarenotgoingtospe akan yn at
ivevers
iono ftheL2(Ame ricanEng l
isho r
Br
it
ishEng li
sh,fo r
instance)
,f rstbe causether e
isnosu chathingasonev ar
ietyoftheL2
thatcouldbe label
leda s“
the ”n at
ivev ers
ion,ash asbeena rguedhither
to;andse condly
becauseth eydono tn eedtopu rsu enat
i ve
likeness. Whattheyne edistob e(highly
)
inte
ll
igibleandcomp rehensible
,andthe yc ana ch
ieveth a
th av
inganL2co lo redb ythe
ir
L1,
inthesen seth a
tBrazi
lianEng lishstuden t
sw il
lendupspe ak
ingB ra
zi
lianEng l
ish,and
Americanlearne r
sofBrazi
lianPo rtugue sewil
lspe akAmericanBraz
il
ianPo r
tugue se,which
arebothfne ,a slongasthe yaim for(highlevelsof)
intel
lig
ibi
lit
yandcomp r ehensibi
li
ty
.
Secondofa
ll
,inorde
rtoinc
rea
sethech
ancesofbeingmoreinte
l
lig
ible
,hav
eonev a
riety
oftheL2asat a
rget
,knowing
,though
,thatthego a
lisnottoach
ie v
etha
tta
rg et
,bu t
tosimpl
yh aveadir
ect
iontoward
scons
is
tencyintheL2.Thechoi
ceo fwh
ich modelto
18
A
ctu
al
ly
,ther
etro
fle
x[]and
[].
Pr
onun
Rona
c
ia
ldoM
t
iontea
angu
ch
e
ir
ingo
aLim
fnon
aJr
.
-na
t
ive
languag
es
:Mo
vingb
eyondna
t
ivev
ar
ie
ti
es
|1
21
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
targetwil
ld ependonwh e
r eth estud enti
sliv
ingwh ilelearn
ingth eL2.Ifthe le
arn er
isinacoun trywho sen at
ive langu ageistheL2,itm akessens eth atthetargetb eth e
localdi
alect
.Inotherwo rds
,anAme r
i c
an l
iv
inginS ãoP auloand learningPo r
tuguese- L2
shouldprob abl
ya ima ttha
t loca
lv arietyofBraz
i
lianPo rtugue se,
ju stasitm akes mor e
senseforaB ra
zi
lianl
ivinginLondontou sethatvar
iet yasat a
rget.Fo rle
arnersstudying
thelangu ageandno tliv
ing inacoun t
r ywheretheL2 i
san at
ivelangu age,an yvar
iet y
w
illdo,
includingthe“standard”new san chorva
riet
iesmo stl
ikelypro v
ided intextbooks,
aslonga sthereisapu rsu
itforcon sistencyandun iformity.Thisiswh y mostBrazi
lian
learner
so fEnglish-
L2sp eakeith e
ranAm er
ican-o
ri entedo raB r
it
i sh-or
ientedv ers
ion
ofBraz
il
ianEng l
ish.
2
.2Wh
ichL
2 mod
elshou
ldb
eus
edfo
rpe
rcep
tion
?
Noticeth atino rd erto m akem ypo int,Ib eginc rit
ic
i z
ingth ed iv
isionth a
tEnglish-L2
textboo kpublish ersm a keo fth eEnglish-spe ak
ingwo rld
,bu tl a
tera cknowledgeth at
the “
stand ard”CNNo rBBCEng lishu sedintho set extboo k
scou ldbeu sedasadirect
ion
forL2p ronuncia t
iont ea chingfo rprodu ct
ion( spe ak
ing). When itcome stoteach
ingL2
pronun ciat
ionfo rpe rception,though ,thes amedoe snotapp ly
. Imaginethe f
rust
r a
tion
ofL2 learn e
rssp endingy e a
rsin langu agec lassroom sb einge xpo sedtoa“standa rd”
var
ietyo ftheL2andthent ry
ingtow a
tchv ideo so rin
tera c
tw ithspe aker
sofdif e
r ent
d
i a
l e
ctso fth eL2 .Th erefor e
,th erecomm end ationfo rl
isteningp racticei
sa c
tuallyto
expose learnerstoa sm an ydiferentd ia
lectsoftheL2a spo ss
ible,nativeandnon-n a
tive,
teachingch a
ract e
rist
icso fthep ronun c
iationo fdif er
entd i
alectsoftheL2no tnecessari
ly
forlearnerstoin corporatethemtothe i
rspee ch,bu ttohelpthemunde rstandmore(native
andnon -nati
v e
)spe akerso ftheL2 .
LearnersofPortugu ese-L2 migh tw anttow a

tchB razi
lianso apop era
sand interac
twith
peopleinPortug a
l,anda learn ertravel
ingtod iferentcit
iesinB raz
ilwil
len count e
rm any
d
if erentdia
l ec
t s
.Lik ewise
,l earn ersofEng l
ish-L2th atstud yexc
lusivelyinso -ca
lled
Am er
icanEng l
ishcou r
s eswillp robablyb efrust
rat edw atchingTVshow sf romth eUK
andvice-ver
sa,nottom ent
ionth e f
rust
r a
tionwh enw a
tchingv ideosoforinteract
ingwith
speakersofothervariet
iesofEng lish
.Th esam eappl
i estom anyo the
rlangu agescommon l
y
studi
eda sL2.Also
,w ithEnglishb e
ingw idelyusedasaL ingu aFrancaandw ithth enumb e
r
ofnon-nat
i v
esp ea k
erso fEnglishou tnumb e
ringth a
to fnativesp e
a k
ers(CRY STAL,2003)
,
mostlea
rnersofEng l
ish-L2wil
le ventual
lyn eedtointeractwitho the
rnon -nat
i vespeake
rs,
andth a
tiswh yl e
arn er
sn eedtob eexpos edtonon -nat
i veacc en
tsasw e
l
l.
EvenL2textboo k
sthatt
rytoin
corporatedif
ferentd
ialec
tsintheir
listening ma
te r
ial
s
wi
llprobablyno tbeabletocove
ra s man ydia
lectsandw ithas mu chtimea sitis
neededtoreallydeve
loplis
ten
ings k
il
lsindif
ferentdia
lectsoftheL2 .There
fore,the
respons
ibil
ityl
iesontheL2teacherandonthe lea
rnerstoge texpo suretoas man y
d
iffe
rentdia
le c
tsoftheL2asposs
ible
.A l
so,sometimesexpo s
inglearnerstodif
ferent
d
ialect
sisno tenoughtohelpthemunde r
standthatdia
lectbe t
ter
,andthetea cher
Pr
onun
Rona
c
ia
ldoM
t
iontea
angu
ch
e
ir
ingo
aLim
fnon
aJr
.
-na
t
ive
languag
es
:Mo
vingb
eyondna
t
ivev
ar
ie
ti
es
|1
22
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
need
stor a
ise
lea
rners
’awarenesso
fpronun
cia
tionpe
cul
iar
it
ieso
face
rta
ind
iale
ct
tohelpthemunder
stand
itbe t
ter
.
Fortun at
ely
,withte chno logyandthe Internet
,li
feismu che a
siernowadays
fo rthecu
rious
andded ica
tedL2 le arne r
. WhenIw asat een agerlearningEng l
ishinBraz
ilinthe90s,in
ordertop rac
ticel
ist ening,Ineededtor entaVCRt apeo famo v
ieandcoverthesubti
tles
bypu ttingtwos t
rip eso fm a
skingtap eonth eTV. I
fIw antedtoreadsom ep a
rto
fth e
sub t
itlestoclar
ifysom epart
,In eededtor ewindth et apetothatpoint
,r emov
eth e
maskingt ape,w a
t ch,andth enpu tth em a
skingt ap eonth eTVscreenag aintokeep
watchingthe mo view ithoutthesub ti
tles.Thisi
s justonee xampleofhowt echno
log y
hasm adetheli
feo fL2 learner
sandt e
a cherseasier
.
Thenumbe rofaudioandv ideo m ater

ialsa v a
i
lableon line inthe langu agescommon ly
studieda sL2isnearl
yinfnite
, foreachda ymo reandmo rem ateria
lisc reatedandsh ared
onl
ine.The rei
sm ater
ialspecia
llycre
a t
ed forL2 learners
,andthe r e
ise v enmo reauthen t
ic
material
,createdforthegene ralaudien c e
.The rei salsot echno log ytoa ctivateand
deactivatesubt
it
lese venforvideosthato r
ig inal
lydono th avethem .A learnero fEnglish
couldt akeanytopicth a
ttrulyinte
reststhem intheirpe rson al
,a cadem icorp rofess
ion a
l
l
ifeand fo
llowYou Tubech annelsorpod ca stsonth attopic,forinstan ce.Thed angernow
isfeelingo ve
rwhelmedb ythequ anti
tyo fr esour
c esandw indingupno tdo ingan y
thing,
sotheke yistofndd isc
ipline,rout
ineands ystem at
icityinthee xplo rat
iono fl
istening
mater
i alonl
ine,a
lw aysse a
rchingford ifer entdialects
.Thet eache ra lsoneed stoh a ve
d
i s
ciplineandroutineino rdertoselectandb r
ingaud io m at
erialind iferen tdialectsto
thecl ass
room,bothtoa c
tu a
l
l yexposelearne rstodif erentd ia
le c
ts,bu talsotor aisethei
r
aw a
r enessofthebenef tsofge tt
inge xpo sedtod if erentv ar
ietieso ftheL2 .
3
.Fin
alr
ema
rks
Thego alofth i
sch apterw astorai
seL2t e
achers
’aw arenessoftheneedtoa c
know ledge
that“
the ”n at
ivespe akerisnotanapp ropr
iatepronun c
iat
ion mode l/goalforL2learner
s
because(i)thisspe a
ke rdoe snotexi
stgiventheregionalv a
rietie
so fl
angu age s
,and(i
i)
theL2 le a
rn er
,eventh e mostprofc
ientandad vancedon es,w i
l
l mo s
tlikelyspeakthe
L2color edb ytheirL1,wh ichiscomp le
telyfnea slonga sthe ypursue(high leve
lsof)
inte
ll
igib i
lityandcomp rehen s
ibi
l
ity
.Forproduction(spe ak
ing )
,therecommend a
tioni
s
thatthe le a
rnershoulds t
illaimatonep ar
ticu
lar model,even ifi
tisthe“stand a
rd”news
anchorv ariety
,fo
rcon sis
t encyinthe
irpronunci
ation.Forper cept
ion(l
istening)abi
lit
ies
,
though ,the mo stprof c
ien tL2speakerswil
lbetho see xposedtoa sm anyd ife
rentL2
d
ialectsa spo s
sib
le.
Toil
lust
ratethi
scon c
lus
ion,her
ear
esomeques
tion
sandansw e
rswithEng
li
sh-L2and
Portuguese
-L2learnedinBra
zi
lasexamp
les
,bu
tthera
tion
alecouldbegene
ral
izedto
otherL2sinothercontex
ts
:
Pr
onun
Rona
c
ia
ldoM
t
iontea
angu
ch
e
ir
ingo
aLim
fnon
aJr
.
-na
t
ive
languag
es
:Mo
vingb
eyondna
t
ivev
ar
ie
ti
es
|1
23
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
Tab
le1–Summ a
ryo
fthe mode
lsofL2di
scus
sedinthech
apt
eru
singEng
l
ish
-L2and
Por
tugue
se-
L2t
augh
t/
lea
rnedinBr
azi
lasexample
s.
Eng
l
ish
-L2s
tud
ied
inB
raz
i
l
Wh
ichv
arie
tyi
sused
int
extboo
ks?
U
sua
l
lye
ithe
rCNN
(Ame
ric
an)o
rBBC
(Br
it
ish
)Eng
l
ish
.
Wh
ichv
arie
tyshou
ldthe
lea
rne
rusetospe
ak?
B
raz
i
lianEng
l
ish
,aim
inga
tonev
arie
tyfo
rcon
sis
ten
cy(CNN
,BBC
,othe
r)
.
Wh
ichv
arie
tyshou
ldthe
lea
rne
runde
rst
and
?
A
sman
yaspo
ssib
le
.
Wh
y/Wh
atfo
r?
Topu
rsue(h
ighlev
elso
f)in
tel
l
igib
i
lit
yandcomp
rehen
sib
i
lit
yandeng
age
inef
ect
ive
communi
c a
tion
.
Po
rtugue
se-
L2s
tud
ied
inB
raz
i
l
Wh
ichv
arie
tyi
sused
int
extboo
ks?
P
rob
abl
yGloboPo
rtugue
se(
“st
and
ard
”Br
azi
l
ianPo
rtugue
se)
.
Wh
ichv
arie
tyshou
ldthe
lea
rne
rusetospe
ak?
The
irown
,aim
inga
tonev
arie
tyfo
rcon
sis
ten
cy(
theonef
romther
egionwhe
rethe
yli
ve)
.
Wh
ichv
arie
tyshou
ldthe
lea
rne
runde
rst
and
?
A
sman
yaspo
ssib
le
.
Wh
y/Wh
atfo
r?
Topu
rsue(h
ighlev
elso
f)in
tel
l
igib
i
lit
yandcomp
rehen
sib
i
lit
yandeng
age
inef
ect
ive
communi
c a
tion
.
Sou
rce
:Theau
tho
r
Inorde rtohe lplearne r

seng age inthispursui
t,theL2te ache rneed stohe lpthemse t
real
is
ticgo a
lscon ce rn
ingthe irownp ronunciat
ionintheL2 ,andshou ldgu idethem
tow a
rdsge t
tings ystem at
icexpo suretodif e
rentdialect
so ftheL2 .Thete achercou ld
prepareandb ring m a
teria
lstoc lasstohelpstudent spracticethep ronun cia
tiono f
theL2w ithintel
ligibil
ityin mind,andtohe lpthemge texpo sedtod if e
rentd ia
lect s
.
Howe ver
, inordertoa chievehigh leve
lsofintel
lig
ibi
lityandcomp rehen s
ibil
itywhen
speakingandtoa chievep rofciencyinlis
teningski
lls
,theL2 learnerneed stoeng age
inself-
te ach
ing ,andthete acherc anhelpthembeaw areo fthisneed ,fndre sou
r ces
andcre atearou tineo fstudie
s.
R
efe
ren
ces
ALBUQU ERQUE,Jenife
rIm aregnaA l
canta
ra Caminhosd inâmicos eminte
ligib
il
idade e
comp reens
ibi
lidadedelínguasadicionai
s:ume studolongi
tudinalcomdado sdefalade
hai
tianosaprendizesdeportuguêsbras
ile
iro.2019.Te
se(Douto
radoemL e
tra
s).Un
iver
sidade
Federa
ldoRioG randedoSul
,PortoAlegr
e,2019
.
A
LBUQU ERQUE,Jenif
erIma
r egnaAl
can
tar
a;ALV
ES, Ub
ira
tãKickhöfe
l
.O s con
stru
tos de
“
int
el
igib
il
idade”e
“compr
een
sibi
lid
ade
”emdado
sdopor
tuguêsb
ras
i
leirocomo
línguaad
iciona
l
:
Pr
onun
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c
ia
ldoM
t
iontea
angu
ch
e
ir
ingo
aLim
fnon
aJr
.
-na
t
ive
languag
es
:Mo
vingb
eyondna
t
ivev
ar
ie
ti
es
|1
24
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
umolha
rviasi
stemasdin
âm i
coscomplexo
s.S
ignó
tica,
[S.
l
.]
,v.32
,p.1
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a.D
ispon
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i.o
rg/10
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,Jen
ifer
Imar
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lcan
tar
a;ALVES
,Ubi
ratãKickhö
fel
.Um avis
ãod inâmi
casobre
a
intel
igibi
lidadedef
ala
:umestudo
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l
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ignor
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VA,
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lFraga.Efei
tos
dains
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íci
tadep ronún
cianaint
el
igibi
lid
adeloca
l
:ume s
tudosobreaidentifc
ação
,
porouvin
tesbra
si
leiro
s,devogai
s médi
asanter
iore
sproduz
idasporumaprendizargent
inode
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i
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inguí
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, Ub
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,F e
l
ipeRodr
igues.Efei
tosdelongop razodotre
inamen to
per
ceptua
ln apercep
çãoep roduçãodasplos
ivasinic
iai
ssurdasdoing lêsporestudantes
bra
si
le
iros
:impl
ica
çõesp ar
aoen s
inodepronúnc
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.I lhadoDe s
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, Ub ir
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l
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,P edro Lui
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renamiento per
cep
tivo oin s
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líc
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rcep c
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ióndelosp at
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imeini
cia
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)
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esarredond ada
s doA lemãoP adrão(AP)porumf a
lant
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Pr
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ive
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ES|Ad
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cedR
ese
arch
inEng
l
ishS
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ES,V
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],v
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ce:Howresea
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intop
rac
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eandp
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],v
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rnosdoinglêsnodesenvolv
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],v.22,n.1,p.161
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.
Pr
onun
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c
ia
ldoM
t
iontea
angu
ch
e
ir
ingo
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fnon
aJr
.
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t
ive
languag
es
:Mo
vingb
eyondna
t
ivev
ar
ie
ti
es
|1
26
Eng
l
ish
langu
ageeducat
ionandc
ri
ti
cal
ci
ti
zen
ship
D
ani
elF
err
az
Un
ive
rs
idad
edeS
ãoP
aulo
C
ami
laF
ons
eca
Un
ive
rs
idad
eFed
era
ldeM
ina
sGe
ra
is
1
.In
trodu
ct
ion
Braz
il—l
ike manyo therW es
t erncoun tr
ies—h asfacedch a
llengesofa llsortsinthep ast
decade(
from2010on ):Pol
it
i calc
rises(e
.g.,theimpe achmen tofPresiden tDi
lm a
,wh ich
wascons
ideredb ym anyBr a
zil
i an
saCoupd ’É
tatin2016 ),
immen see conom icandso c
ial
d
if e
rencestha
th aveledtod isenfranchi
semen tofmo s
tBrazil
ians
,lac kofinvestmen tsin
educat
ion(inBraz
il
,pub lichigheredu cationh asbeenunde rattack
,andf a
ce saserious
economiccr
is
is)
,and ,mo s
tse vere
ly,conspicuou sm anipula
tionfromso c
i a
lmed iaexperts
andm as
smed iaent e
rpri
ses.Inthisregard
,Je sséSou za(2015,p.6,ourtr ans
lat
ion )asse
rts
that“
theowne rsofthenew spapers,thepub l
ishers,un i
versi
ties
,andt e
le v
is
ionch anne l
s
aretheoneswhode cideinthe judicia
landpo l
iti
calr ea
lm s
”.Souza(Ibid.)cont endsthat
Onlybym aste
ringallthesestructurescanone monopo lizethen a
tural
resourcesth a
tshouldbe longtoe veryoneande xploi
tthe wo rkofthe
immen sem a
jor
ityofnon-priv
i
legedinthe fo
rmofp roft
,intere
st
,incomeof
landorr en
t.Thesumo fthesecapi
tal
income s
inBraz
ilisl
argelymonopoli
zed
byther
i chest1%ofthepopu lat
ion.I
tistheworkoftherem ain
ing99%th at
tran
sfe
r s moneytothepo cketofther
ichest1%(ourtransl
ation)
1
.
Indeed,iti
snoti
ceablethatmasscommun i
cat
ioninBraz
i
liscont
rol
ledb ythepower
ful
groupswhichadoptthei
rpolic
iesa
ttheserv
iceofneo
liber
al
ism.
Inrela
tiontothegre
at
mass medi
a(thete
lev
ision
),TVnew sprog
ram s
,soapoper
asandcomme rcia
lshavenot
onlyt
a rge
tedproftandsales
,butalsohadanenormousinfuen
ceonB razi
l
ianpol
it
ics
.
1
F
romth
isc
ita
tionon
,wew
i
llt
ran
sla
tea
l
lau
tho
rswhopub
l
ished
inPo
rtugue
se(
seer
efe
ren
ces
)
.
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
Mo
rerec
entl
y,so
cia
lm ed
iah a
sem ergedaspower
fulmassmedi
acommun ic
ationa
s
e
lect
ion
sinsom ecount
rie
saroundth ewor
ld(USA
,2016,andBra
zi
l,2018aresome
ex
amples
)havebeendec
idedwiththe
imp ac
tofsoc
ia
l med
ia.
Prov
id edth atedu ca
tionplaysap ivota
lrole inno tonlychal
lengingth e
sediscourse
s/
contexts
,bu talsop romotingsoc
ialtransfo
rm ationstha
ten compasssoc
ialchange,
just
ice
,
andequ ity
,one m ightaskwh a
tedu ca
tionitselfhasdoneinordertoque st
ion massand
soc
i a
lmed iacontrol
,lackofeducational
in v
estmen ts
,andpo l
it
ica
lde c
is
ionsthatm a
inta
in
soc
i a
lin equities
.Inr ela
tiontolangu ag eedu cat
ion,teachersneedtoa skthem se
lves
:
Whatkindo fknow ledgedos tudentstakehomewhenthe y
leavethecla
ssroom?Wh atdo
theya ctual
lylearn ?Arew etea
chingthet eache rs
’content
sorthestudents
’contents?Ar
e
c
iti
z enship,cr
itique,culture
,econom y
,so c
iolog y
,poli
tics
,ethni
cityandgende rthemes
thatshou ldbedeb a
ted/inc
ludedin languageedu ca
tion?
W
ithinthe secon textsandb asedupontheApp liedLingu is
ti c
sQ&ASe ssion se vent
organ
i zedb yD r
.Ro saneS i
lv e
ira(U SFC)andD r
.A l
isonGon çalves(UFPR )in2020 ,this
chapteraim satproblem ati
zing langu ageedu ca
tionandc r
it
icalcit
izenshipb yrevis
it
ing
conceptsen t
icedinE LT(Engl
ishL angu ageT ea
ching)/EFL(Engl
i shasaFor e
ignL angu age )
andEng l
ishL anguageEdu cation.Thus,thef r
stsect
iondi scus
se sthediferen cesbe tw een
ELT(o
rE F L
)and languageedu cat
ion .These condp ar
te xplore
sthecon c epto fcit
izen ship
anditsroleinped agogicalpractice
s.Theor yandd ataareinter
r el
atedinbo thse ctionsb y
meansofthean al
y s
isoffn a
lp apersprodu cedbyunde rgr
adu atestudents
.T ocon c
lude,w e
sugge s
tthreeb r
iefpoli
tica
l-philosophical
-edu c
ationalor
ientationsforteache redu cators.
2
.Con
tex
tandM
ethodo
log
y
Th
ischapte
ra imsatp rob
lem at
izingl
angu ageedu ca
tionandthecon ceptofcit
izensh
ip
byprese
rvi
c eteach e
rsofaL et
ra scourse
.T oaccomp l
ishthisgoal
,w esh a
red ataf
rom
ateach
ingp ract
icee xper
ien cedduringaon e-sem es
t e
rcou r
seinanund ergraduate
teache
redu ca
tionp rogram.O fqu al
ita
tive/
interpreta
tiven a
ture
,andb asedupon
documenta
lan a
lysi
s,thechapte
rseekstofoste
rcri
ti
c a
lrefect
ionandloca
l-globaldebate
s
onhowc r
it
ic a
ledu cat
ionc ancontr
ibutetoth edevelopm entofci
tiz
enshipandso c
ia
l
tr
ansfo
rm a
tiona talocal
lev e
l
.
Thee xper
iencetobesh aredtoo kplac ea tafedera
lpublicunive
r s
ityloca
t edinthe
Southeaste
rnregionofBraz
il
,inanEng l
i shT e
acherEducat
ionundergraduatep rog
ram.
Thecou r
seEngli
shL anguageT e
achingP rojec
tII
Iw a
sdesignedforstudent
so ftheth
ird
term,andcomp rised30classesw
ith meetingstwiceaw eekforonehou rper meet
ing.
Thegroupw a
sformedb y32s tudentswhowo rkedcol
laborat
ive
lyinsm al
lergroupsof
4or5s tudent
s.Al
lident
it
iesw erepreserved.
Thecou
rse
focu
sedonCr
iti
calL
ite
r a
cyandL
anguageEduca
tionanda
imedatp
romot
ing
a mean
ing
-mak
ingexpe
riencebasedonco
l
lec
tiveworkanddebate
sove
rpedagog
ica
l
Eng
D
l
i
an
i
sh
e
languag
lFer
raz
|C
eedu
ami
l
ca
aF
t
ionandc
ons
ecaC
r
it
i
am
c
i
l
a
lc
aF
i
ti
z
on
s
en
e
sh
ca
ip
|1
28
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
practice
s.Oneo fthee valu a
tioncriter
iaw a sthep roduct
ionofa “Pedagogi c
alProject
for
Ch ange”
.Thestuden tsorg anizedtheirproje c
tsintofn a
lp ape
rsthatw i
llbep art
lyshared
andan a
lyzedalongth isch apter
.Thecou rseaimeda topeningped agogicalpos s
ibi
l
itie
s
th atpromo tedn ewno tion sofcit
i zenship,that is
,notionsth a
tco r
r e
spond edtoth e
stud ent
s’perceptionsw ithinth e
irowncommun it
iesofpract
ice.And,con sider
ingth at
commun it
iesar eh yb
ridandd iversifedso cia
lsp acesthatinco
rpo rat
eg lob a
land loca
l
values,thecours einvi
t eda l
lstud entstoeng age inad emo c
rati
cp rojectsoa stose e
k
ped agogic
alalternati
vesfo rso c
ialtrans
fo rm at
ion.
Duringtheseme ster
,studentsw er eexpe ctedtode c
idewh atkindo fch angethe ywou ld
l
i ketoeng agewithata loca
llevel,andde s
ignanEng li
sht ea
chingped agogicalprojectto
beapp lied inthe
irowncommun itiesofp ract
ice.Thep ro
je c
tsshou lda
ima tci
tizenship
andso cialtrans
form a
tion,andshou ldalsoh aveal anguage/l
ingui s
ticfocustobes tudied
ande xplor ed
.Fo rthepu rpo seso fthisp ap e
r,w es e
lectedsom eexc e
rptsfromth ese
projectstosh are
,andw ehe r
eg iv especiala t
tent
iontothet ransform a
tionsthe yaimed
at
,be ing:1. “MeanGir
lsandaP roje c
tforCh ange(G roupA);2.Visu a
lidenti
ty:P e
rceiv
ing
youth rougha rtandculture(GroupB )
;3.Problem at
i z
ingfamil
iesinthet eachingofEng l
i sh
(G roupC );4.Cri
tica
lEng l
isht eachingfo ryounge rch i
ldren: Workinginpe riphera
lar e a
s
(G roupD );and5.Women ’srolesandr igh t
s insocietysin
c etheo ldc entur
ies(GroupE )
.
Inthefo
l
lowingse
ction
,aslangu
ageeduca
tioni
shigh
ligh
ted,af
ewe
xce
rpt
sfromthe
pro
jec
tsdes
ignedbythepr
eserv
icet
eache
rsjo
inthedebat
e.
3
.Neo
l
ibe
ra
li
smv
ersu
slangu
ageedu
cat
ion
inB
raz
i
l
ForGiroux( apudB LOCKe tal.,2012,p
.16),the re
isnodoub tneo l
iber a
li
sm 2
“isthed r
iving
forceofso ciet y
,th atitunleashesthe mo stbrutaliz
ingfo r cesc apita
lismand itise as
ier
toim aginetheendo fthewo r
ldthantheendo fneo libe ralc apita
lism”.W ebe l
ie veth a
t
thep resen ceo fn eoliberaledu ca
tioncanb eob served inth es e
archfo rqu a
lifcat
ion
ranking s
,inthep roposalo feduc a
tionfo rcertifc at
ion(p rofe s
sion a
l,int e
rn at
ion al
,
l
ingui s
ticp rof ciency)and intherushforp r
iv a
tizat
iono fedu cat
ion,fore x ample,pub li
c
h
ighe redu c a
tion inB raz
il
.Edu cat
ioniscurren t
lybe ingsh apedtor espondtotheneed s
ofalarg epo st-indu str
ia
le conom yth a
tr equireslabo r,r einforc edb yth ego vernm en t
pol
icy(STEV EN SON ,2010 )
.“Educat
ionissimp lyredu cedtoase to fski
llstobet ran smit
ted
byinsti
tution sth a
ta rguablyincreasethepo s
sibil
it yo fg e
ttinga ‘b et
ter’job”(Ibid.
,p .
346)
.Fo rBlo ck,G r
a y
,andHo lbor
row(2012 ,p .7),“[n] eolib e
r a
lismapp e a
r sinth enow
common s ens ef r
am ingo fedu ca
tione x
clu s
ivelyth roughp r esum ed ide a
lso fupw ard
indiv
idu ale conom iccomp et
it
ion.
”Inthiscon text,th e ind iv
idu alisr e
spon sibleforh is
/
2
“Neol
iber
al
ism,fora l
litsapp aren
tsw eep
,isatrootane conomictheory
.Itcametop rominencein
thep a
rt
icul
are conomiccond i
tionsofthelat
e1970’s
,and w asar
ticu
lat
edb yspec
if
icso c
ialint
erest
s.
Neo
libe
ral
ism,inthisrespect
,w asane conom
ictempla
te whosedic
tate
sseemedtop rov
idean swersto
asp
iral
l
ingcris
isand,forthecontrol
ler
sofcap
ita
l,ch
imedw i
ththei
rneedtor es
tor
eprof
itlev
els
.”(B
LOCK;
GRAY
;HO LBORROW ,2012,p.15)
.
Eng
D
l
i
an
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languag
lFer
raz
|C
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ca
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|1
29
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
he
rownedu cat
ion,andhastofaceam ar
ket-dr
iveneducationa
lagend athatset
stargets,
st
and a
rds
,compe t
it
ionandp roduct
iv
itythrougha me r
itocrat
icm indse
tth a
tresult
s in
soc
ialexc
lus
ionandm arg
inal
iza
tion
.Furthermo r
e,whi
lethe ind
ividualkeepsfocusedon
se
lf
-improvement
,he/shedi
vert
satten
tionaw ayf
romso c
i a
lcon c
e rn
sandr e
spon s
ibi
li
ties
thatcou
ldpushcit
izensh
ipforwardtoen ablesoc
ia
ltransformationtotakeplace
.
Thereisap arado xinre

l a
tiontoneo libera
ledu cat
ionp rov
idedth a
t,a tthesamet imeit
focusesonp rogress
, modernity
,and indi
vidual
ism— andp romo testhe mo tto“youcan
w
in”— ,itgo esb ackton eoconservativeidealsbyrein
fo r
cingtr adi
tion a
lisms(inBraz
il
,
th
i scanbeseen inthemo vementsS choolwithoutParty
,N at
ion alPlano fLi
teracy
,orthe
m
il
it a
ri
z a
tiono fschools
).Forins
tanc e
,m il
ita
ryedu ca
tionreinforcesthe ideathat“qua
li
ty
edu ca
tionisno t
fo ral
l”
,andp romot esav eryundemo crat
icideath at“Iknowwh at’
sbest
foryou,youdon ’t.
”Inthewo rdsofBlo cke
tal.(2012
,p.7),edu c
ationalreform,forexample
,
“emb racesthetw inlegacie
so fneoliberal
ismandneo conservati
sm ”and inthewo rdsof
Apple(2004),neo l
ibera
lismandneo con se
rvatismmu stalwa y
sbean alyzedas i
fthetwo
s
ide sofaco in:
Tod ayi snod iferentthaninth ep ast

.A“n ew”s eto fcomp rom ises
,an ew
a
llian ceandnewpow e
rblo chasbeen formedth ath asincreas
inginfuen ce
inedu cationanda l
lthing ssoc
i a
l.Th ispowe rb loccomb ines mu l
tiple
fraction sofc ap
italwhoa recomm ittedton eo-
liber a
lm arke
tizedsolut
ion s
toedu cationalproblems
,neo -conservativeint
ellectu a
lswhow anta“r e
turn”
toh ighe rstandardsanda “commoncu lture
,”authoritarianpopulis
treligious
con servativeswhoa redeeplywo r
riedabou tsecular
ityandthep rese
rv at
ion
oftheirownt rad
itions
,andp art
icu
l a
r f
rac t
ionsofthep rofes
sional
lyoriented
new m iddl ecla
sswhoa recomm ittedtoth eid eolog yandt echniqu esof
accoun tab i
lit
y, measu
remen t,and“m an agemen t
.”(APP L E
,2004,p.15).
T
radit
ion a
lschool
ingisthede s
ireofneoconse
rvat
ives
(inBrazi
l,th
isexplainsthereturn
o
ftradi
tionalmil
ita
ryschools
forp r
imaryandseconda
rylevel
s)
.Inthissense,Tr
il
la(2006)
s
tatesthat“[…]intrad
itiona
ls choo
lsonetrie
stoteachreadingandw r
it
ingth rougha
d
iscoursethat
l a
cksrea
lcon tent
,acontenttha
tdoesno tr
aiseinte
restneitherf
romthe
te
a chernorthestudent”(TR
I L
LA,2006,p.41)
.Inth
isregard
,ou rs
tuden ts ment
ionthe
l
ac kofcontextknowledgeins choo
lbooks:
GroupD:Ac learexampleo ftheproblemscausedbythediscr

epan cybetw een
the m a
t e
ria
lsforEngli
sh learnersandthere a
l
ityofstudentsi
swhenyoung
studentsarelearn
ingabou tSe a
son s
.So
,thatfve-y
earoldgir
l,whog rewup in
theCo astofBrazi
l
,seesinhe rEngli
shbookthen ame“winte
r”accomp aniedb y
abe aut
ifuldrawingof…Snowf akes
.Howcouldthisl
it
tlegi
rlma kethatsense
inhe rhe ad?Shene ve
rs awsnow .Maybeshe’
llneverseeit
.Win te
risu sua
lly
warmhe re.Andthefn a
lr esul
tisthat
:forher
,nothinginthatlangu agew i
ll
makean ysensebe cau
seith asnothingtodow i
thther ea
l
itysheknow s(p.8).
Thetr
adi
tionaleducat
ionhasbeenque
stionedbym an
ylanguageeduca
tor
sinBraz
il
.
Theseschola
rsh avecla
imedth a
teventhought rad
it
ionaleducat
ionhasplayed
animportantroleinthelangu
ageteaching/
lea
rningfeld
,itdoesnotaccoun
tfor
Eng
D
l
i
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languag
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ca
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|1
30
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
contempo ra
ryso c
ialtransform at
ionsan ymore.Thisgroupo fscholar
s(g a
th e
red ina
Nat
ion alProjec
tonL iterac
i e
s)h
3
asdif er
entia
tedtradit
ionaledu ca
tion(ELT
,E FL
,E SL
)
andl anguageedu cation
,claimingth a
tthe la
tte
rwou ldbe t
tersuitcontemporarytimes
byof e
ringstud en
tsth epo ss
ib i
l
ityof:1)C r
it
iquingtradit
ion a
l mod e
lsofedu cat
ion;
2)partic
ip a
tinginth ed e
signo ftheirown loca
l/globaleduc at
ion;and3)n egot
iating
know ledg e
in mo reho r
izontalw ays
.E venthough m anyteach e
rstendtound e
rstand
thatthereisnop roblemw ithtradit
ionaleducat
ion (
iti
sinfactahuget endenc y
inB raz
i
l
now ada y
sasw eseethew a veofneo conserva
ti
smandt rad
itional
ismg a
iningstrength
inpo li
tica
ld i
scourse s
)
,itisrecognizedth at
inadd i
tiontotr ad
itiona
lschooling
,o ther
educa t
ionalperspect
i ve
sh aveeme rged.
Inth
i ssense,be l
lhoo ks
4
(2003 ,p.8)contendsthat“[w]hereasthecon vent
ionaldom inato
r
c
lass
roomr em ainedap lacewhe restudentsw e
resimp lygivenm ate
ria
ltolearnb yrot
eand
regurgitat
e,studen ts inthep rogress
i vecla
ssroomw e
relearninghowtoth in kcr
it
ical
ly”
.
Theau thorgo e sontoa rgu eth a
tc r
it
i ca
ledu ca
tion(p rogressi
veedu cat
ion inF r
eire
an
terms)a sk
sstuden tstoopenthe irm indsande xp andtheircrit
ica
law a
reness,there
fore
becom ingab leto id enti
fyid eologiesofdom ination.Bu i
ldingonhoo k’
sthough ts,w e
be
lieveth a
tou rped agogicalp rac
ticesinthi
scourse ledstudentstodesignandco -
create
verym ean
ing fulp roj ec
ts(p ro
j ec
tsw ithinlangu ageedu c a
tionp e
rsp ec
tives).Ab r
ief
desc
riptionofe achp roject fo
5
llows:
–“Me anG ir
ls”andaP rojectfo rChange (G roupA )
:Thep rojectaimstod is
cu ss
issuesth ata rep re sen tinh ighs choo ls tuden ts
’live
s,su cha sthebe au ty
stand ardsimpo sedb yso c
iet yandthed i ctatorsh
ipo fbe auty,whichiswhen
peop le
, mo s
tlywom en,h a vetos eekp er fect
iontof tin tob eautyp at
te rns
(p.4);
–Visualiden ti
t y
:P erc e
i v
ingyouth rougha rtandcu l
ture(G roupB):Thisproje c
t
a
im stowo rkw ithvisu all
iterac y
inEng l
ishc lasseswithstuden tsofthe1sty e a
r
ofhighs choo l
.The r efore,thep ropo sa
l istowo rkw i
tha rtsandcu lture
(s)o f
coun t
rie sinwh ichEng li
sh istheof ciall angu age,butcoun t
riesthatareno t
common lydiscu ssed inthec l as
sroombe c ausetheyar e
le sswidelypublic
i zed
bythe med iaingene r a
l(p.2 )
.
–Prob lem at
izingf am i
liesinthet eachingo fEng l
ish(GroupC )
:Th i
sp ro
je c
t
a
im stoe xplor ethef am ilycon texto fe a chstuden tandshow sthemthe
d
if eren tpo ssibili
tieso ff amilycon s
tru ctionandtho seth a
talreadye x
ist in
societynow ad ays(p.2 ).
–C r
iticalEng lisht each ingfo ryounge rch ildren:Wo rk
ing inpe r
iphe ra
lar eas
(GroupD ):Theob je ctiveo fthisproje c tisad if e
ren tapp ro a
ch,cr eated
spe c
iallytot ea chEng l
ishtoch i
ldrenf rom3 -5y earsold inpub l
icd ay-c a
re
cent e
rsin loc a
lpe r
iphe ra
la reas
.W i
thaspe cial
lyde s
ignedm a
teria
l
,w ew ant
tot akeEng l
ishtoch ildrenf rom low-in com efamil
ies,inaw ayth a
tm ayb e
more me an ingfu landr elatedtothe i
rr ealit
ies.Forth a
tpu rpose
,w ec r
e a
t ed
3
Na
tiona
lPro
jec
to fLanguageTeacherEducat
ion
:Lite
rac
ies
, Mult
i
lit
era
cie
s,T
echnolog
ies
,Cu
ltu
reand
L
anguage
s.Av
ai
lablea
thttp
:/
/le
tramentos
.
ffl
ch.usp
.br
/sob
re. Re
tr
ievedon21March21.
4
be
l
lhoo
ks’n
ameh
asbeenpub
l
ishedw
ith
low
erc
ase
let
ter
s.
5
S
tuden
ts
’pape
rsw
erep
rodu
ced
inEng
l
ishandthe
iro
rig
ina
lwr
it
ingw
ashe
rep
rese
rved
.
Eng
D
l
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ca
ip
|1
31
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
Léo
,acharacte
rinsp
iredb ythechi
ldrenwew an
ttot e
a ch(p
.3)
.
– Women
’srole
sandr ights
insocietys
inc
etheoldc entur
ies(G
roupE)
:Thi
s
pro
jec
taimsatrecogniz
ingtheroleofwomeninso c
iet
y,asw ehav
enoti
ced
howrare
itistoh ea
rabou ta mi
lestoneca
rr
iedb yawom an,bu
tw eknow
thatmanywomenp la yedkeyro
lesinsoc
iety
(p.1)
.
Ine achofthesep ro
ject
s,studen tscameupw iththeme sandd i
scussionsthatarerelevant
fortheir
loc a
lcon te
xts
.Mo r eo v
er
,hoo k
’s(2013,p.8)asser
tionth a
tstuden t
sshou ldcome
topo si
tioningsvia“the
irownc apac
itytoth inkcri
tic
allyanda ssessthewo rldthe yliv
e
in”seem stoen comp assallthep ro
jectsabo ve
.Forhoo ks
,p rogressi
veedu cators“mu st
takeup issuesof imper
i a
l
i sm ,race
,gende r,clas
s,andse xual
itybe causethe yheighten
everyone’
saw arenessonthe impo rt
anceo fthesecon c
erns”(2003,p.8)
.Thus,thep rojec
ts
h
ighlightal a
rgeredu ca
tion alcomm itmen tthatinv
itedstuden t
stor efectandr espond
totheirsurroundings(DUBOC ,2014
),tak
ingana ct
iveroleinme aning-m ak
ingp roc es
ses
.
For Monte Mór(2014 ,p.19),“th eideaso fcr

it
icalci
tizenshipandac r
it
icall
angu age
educat
ionp rojectforBrazi
l
ians choolsh avebeencrucia
lsin c
eth e1990s”
. Monte Mó
r
hasproblem a
ti
z edth eareaofEng li
sh languageedu ca
tioninB raz
il
ianelem en
taryand
secondaryschoo ls“f
romaph i
losoph yofedu ca
tionp e
rsp ect
ive
”.Alongw i
th Morgan,
sheh a
sinvest
ig a
t ed“
theinterpretivehabituso
fun i
vers
itystudents
,proposingcur
ricu
lar
changesandad iferent
iatedl
iteracyattheuniver
si
tyands chools
.
”(MORGAN ;MON TEMÓR,
2014
,p.19 )
.ForMen eze
sd eSou za(2011),beyondtrad
it
ion al
/neoconservat
ivetea
ching
,
thecont emporary l
angu ageedu ca
torn eedstod ea
lwithth ecomp lex
it
iesimposedb y
soc
ialtrans
form at
ions.Thefollowings ect
ionaddresses
(som eo f
)th e
secomp lex
it
ies
.
4
.Cit
izen
shipandso
cia
ltr
ans
form
at
ionth
roughc
ri
ti
call
angu
age
edu
cat
ion
Currentl
y,acon sid e
rableamoun tofd eb a
teh astakenp laceineducat
ionalcon te
xts,
at
lo calandglob allevel
s,throughwhich mu chh a
sb eenproblemat
izedreg a
rdingth e
re
lev anceof
l angu ageteach
ingp r
act
ices
.A smen tionedintheprev
ioussec
tion,
langu age
teache r
s,researche rsandtheo r
ist
sh a vebeenque stion
ingthetr ad
it
ion a
lE LT/EFL
appro a
chesth a
ta refocusedontheteachingofstructuresandvocabu
larywithouttak
ing
intocon s
iderationthes tudents
’prev
iou sknow ledge,asw e
llasthe
irowne xperiences
,
inte
r est
s,necessit
iesandthe i
rcontex
tu alrea
l
ities.
Inthi
sregard
,thedeb a
tesareleadingedu catorsto(re)s
igni
fythego a
lsandthecu r
riculum
of
form a
ledu cat
ion,m ain
lyinr e
spe cttothet ea ch
ingo fafore
ignlangu age(
inthisca se
,
theEngli
sh langu age)
, mo v
ingf arb eyondth et radi
tiona
lt each
ingo fa l
angu ageand
tak
ingthecu rr
iculuma sap athtop ro v
idethe me ansforthefoster
ingo fact
ivecit
iz en
s
andtodev e
lopthe irsoc
ialaw ar
ene ss(BRA S
IL,2006 )
.Andy et,inordertode v
elopso cia
l
awarenes
s,th
i sk
indo fedu cat
ionalpropo salsen comp assanewsen seofcit
izenship
;no t
thenorm a
liz
edn ational
istperspecti
v ethatestab l
ishesind
ividual
s’r
ightsanddu t
ies,but
oneinvo
lvingtheirpo l
it
icalengagemen tinso ciety
.
Eng
D
l
i
an
i
sh
e
languag
lFer
raz
|C
eedu
ami
l
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ionandc
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ecaC
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am
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ca
ip
|1
32
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
Someau thorsd e
fenda“ c
it
izen
shipeduca
tion”(ANN ETTE
,2009;KAHN E
;W E
STH EIM ER
,
2003
;ST EVEN SON,2010 )orevena“ c
it
izenshipedu cat
ionotherwise”
(ANDR EO TTI
;
AHENAK EW;COOP ER
,2012 )asaw aytopromo teso c
ia
ltrans
formation
.“C
it
i zenship
educ
ationr a
isesque s
tionsabou
ttheneedforstudent
stomo vebeyondanind
ividual
isti
c
conceptiono fci
tizenshipandd eve
lopa mod elofd emocr
ati
ccit
izensh
ipedu cat
ion ”
(ANN ETTE,2009,p.151 )
.
C
it
iz en
ship
,thus
,comprehendsthesoc
ialre
lat
ionsanindiv
iduales
tabl
ishesandcon st
ruct
s
w
ithinacommun ity
,andsinc
etheserelat
ionsaremult
ipleandhe te
rogeneou s,theya
lso
involvetheten
sionsandconfic
tsthatconst
ituteeve
r ysphereofacommun ity
.Anne t
te
(2009)advocat
esforci
ti
zenshipashaving mul
tip
leunde r
lyingpol
it
icaliden t
it
iesbased
ong ender
,race
,ethnic
ity
,socia
lexc
lu s
ion,etc
.Th e
refore
,itisrea
son abletos ta
teand
c
laim i
tspol
it
ica
lh a
l
lm a
rkthatgoesf
arbe yondthefo
rm alpol
it
ica
lp a
rti
cipationofvot
ing.
Inconsonancew i
thth eauthor
,w ed e
fendaformo fci
tizenshiprooted inapoli
tica
l
engagementwith
inth ecommun it
y,whichen ab
lesac
tivecit
izens/
ind
ividu a
lstowo r
k
co
ll
aborat
ive
lyinordertoreconfguresoc
ietyatalo
cal
level.
Itis
impo r
tan ttost
atethat
communit
yisherebyunders
toodasad i
verseanddemocra
ticspaceofso
cialengagement,
po
li
tic
alpar
tic
ipat
ion,andsh a
redrespons
ibil
itya
taloca
lle ve
l
.
Kahneand W estheimer(2003)ad voca

tefo racitizensh
ipedu c
ationaiminga tso c
ial
transform a
tionanddemo cra
cy .W einterpretso cia
lt ransform at
iona sap athto
fund am en
tal
l ydeconstru c
tth ew ayw eareu sedto lookinga tth esoc
ialworld
.Inth is
sen se
,itm eansd i
sruptingw ithn atura
lizedandcon ventionalizedformso fm eaning
makingandr ecogniz
ingnewpo ssib
leone s
.Ino rdertostopr eprodu c
ingethno c
en tr
ic/
ep
i stemicandapp arent
lydepo li
ticizedknowledgeth a
tm a
inta
inso c
ia
linequi
tiesinthe
wor
ld,it
isessent
i a
ltorecognizeand legit
im a
telocalprocessesofknow ledgeconst
ru c
tion
,
asw el
lasthei
rownh is
tori
c a
l,cultura
landpo l
iti
c a
ln a
ture.W est
rong lybel
ieveedu cat
ion
should meettheneed so flearnersasindiv
idu a
lsactive
lyin vo
lv edinthei
rcommun it
ies
.
Educa
tioncanbedeeplyengagedinconst
ru c
tingpubl
icspace
s forstudentstoexper
ience
whatAnnet
te(2009)c
al
l s
‘ac
tivec
iti
zenship’bygiv
ingstudentstheoppo r
tunityto
list
en
toon eanothe
randtod eve
lopas en
s eofa t
tachmen tandr esponsibi
litynotonlyin
termsoftheclas
sroom,butint e
rm sof“commun it
yo rgan
iz a
tionsw ithwh i
chs chool
s
areconnec
ted”(TODD,2007,p.600)
.
Iti
sessenti
alto m a
kestudentsunde rs
tandtheirownimpl
icat
ionsinthelivesofothers
.
Therespons
ibil
itythatar
isesfrombe ingimplic
atedand“
imb r
ica
ted ineacho ther”(D
E
L
ISSOVOY,2010,p .284)andinacommun i
typroduce
saneng agemen ttha
t (
re)s
ignife
s
andreconfguresthesocia
lrel
ation
s,leadingtoahor
izont
alanddemo c
rat
icagend atha
t
meet
stheneed softhelocalcontex
t.Thisisexa
ctlywha
tourstudents
’me aningm aking
intheproject
sr evea
l
:
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D
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ES|Ad
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eri
esn
º13
GroupD:I
tisknownth a
tforchildrentoge t
interes
ted inEnglishclassesthe
content mus
tb em e
aningfulfo rthem. Whenitcom estoyoung le a
rn er
s,
thecontent mustbe meaningfulanda lsoveryinte
restingino rderto m ake
themcu r
ious
.Bu twh ataboutk idsf
rom m arg
in a
liz
edandneg le
ctedp l a
ces
inB r
azi
l? Whatshouldb eth ep edagog yusedinclas ses
?Andwh atabou t
theteach
ingm ate
ria
l?Shouldt eachersusetheteachingm a
t e
ria
lspro vided
bytheschoolsorshouldth eyp reparethei
rowna ct
ivit
ies?Howtod i
srup t
thetrad
it
ionallanguageteaching ideaand m akechi
ld renthinkou t
sidethe
boxwhent eachingtopic
ssu cha scolors
,w ea
ther,plants
,v egetab
les,fruits
andsoon ?
Todd(2003 )refe ctsov erthewo r koftheph i

losophe rEmm anue
lL ev
inas
,wh ichspe aksto
therespon sibi
litye achoneo fu sh asinrelat
iontotheo therwemee tandeng agew ith
in
acommun ity.T oddde fend saneng agemen tthatcomp rehendsthepreservationo fthe
a
lteri
tyo fth eoth erth rougha“non vio
lentr e
lat
iontoth eOthe
r”(
Ibid.
,p.2).Sh esta
tes
thattheen coun terw itho therne s
sinvolvescomp lexlaye
rsofafectandconf ic
t.Thu s
,the
ideao fapo li
ticallyeng agedc i
tizenshipdem andslis
teningtotheotherso it
i spo ss
ible
tobu i
ldr e
l at
ion shipsth a
tbe tter meettheneed sofeverypersonw i
thinacommun i
ty.
Tol
isten— inthesen seo fp reserv
ingthea lte
ri
tyo ftheother
,emb rac
ingthed if e
rence
and learn
ingf rom itandf romth eoth e
r,throughar ecepti
vit
yth a
tDeL issovo y(2010)
identif e
sa s“ag enuin eop eningtoth eo ther
”— isp a
ramoun t
.Thisisportray edinth e
“Teen ageBu l
lyingandBe autyindu str
y”ofG roupA :
GroupA:S choo
lsarethep lace wherethev alueslearneda thomea re
consol
idated
,andr ega
rdingb eau
typ atte
rnsthes ameh appens
,thegirl
s
whodono tftthestand a
rdsarebull
iedandcon s
ideredou tofplaceand
“uncoo
l”bythepeoplearoundthem.Intheteenageyearsw eseethebiggest
d
if e
renceamongg roups.
Inschool
,g roupsdono tmixw itheachother
,for
exampletheemosdono thangoutw iththe“
fashionable”people
;thejocks
donoth angoutwi
ththepun ks
,w eseethatthesep a
rationhappense ven
basedonrace(p
.9)
.
Toselec
tsu chthemes(fashion
,bull
ying,beautyindustry
,dife
rence
)thestudentsf
rom
GroupAa rethink
ingattheirfu
tureteenstudentsatthes amet
imethe yar
elis
ten
ingto
them se
lves(theyar
ea lsoyounglearners
).Li
steningr ep
resen
tsacomm itmentagains
t
v
iolence,and ita
rousesad emoc
r a
ticci
tizen
shipth atcanopenpo s
sibi
l
itie
sforsoci
al
trans
forma t
ion,s
inceitreconfgu
r esthepow errela
tionswith
inthecommun ity
.Inth
is
respec
t,ou rs
tudentscontendedth at
GroupC :Ou rdu tyasteachers

istop rovideth estud entsw i
thth ebigg es
t
amoun tofinform at
ionth atw ecanand le tthemde c
idefo rthem selves
wh a
tthe yw anttobelieveinornot.So,inthisp roje
ctw epresentedallthe
possibi
li
tie
so ff ami
lycon st
itu
tionsth a
tw eknowanda lsog averoomfo r
th emtot e
llu swh a
tth e
yknowabou ti
tanda longw i
thth atte a
chsom e
Englishgramm arst
ructures
(… )Now adaysw esee mu chinformationabou t
fam i
lyingene ralbutw edonotthinkabou tthepeop lewhodono th avethe
tradit
ionalp e
r spect
iveofit
.ForFr e
ire(1987 )
,th eteachershou ldcon s
ider
h
i sorherstuden tsasbeingsthat moveinandw iththewo r
ld,parti
cipat
ing
Eng
D
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34
AR
ES|Ad
van
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ese
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eri
esn
º13
d
ire
ctl
yinthere
lat
ion
so fpowe
rth a
tsus
tain
it.So
,i
ftheyhaveth
ispowe
r,
the
yshouldhav
eal
ltheinfo
rma
tionthe
ycanh av
etomakethebes
tdec
is
ion
toa
llofus(p
.9)
.
Fromthe momen toneeng agesinar e

lat
ionw i
ththeo ther,asortofattachmentt akes
shape,whichleadstobe ingr espon s
iveand,b ye x
tension,responsib
lefo
rtheo ther
.Todd
(2007,p.597)a
ssertsth a
t“ju s
ticedoe snotrestonhoww el
llaws,orr
ight
s,areart
icula
t ed
,
butonhow ind
i v
idu a
l sarer espond edto”.Inthissen se
,w eh erebydefendano tiono f
pol
it
icalanddemo c
r a
ticci
ti zenshipth a
tisnoton lyconne ctedtowh a
tissett
ledb ylaw s
,
buttoar espons
ibleandr e sponsivea t
ti
tud etow ardsth ecommun i
tyon el
i v
esinand
interact
sw i
th.Itisapo li
ti calaw arenesstak entoth ed a
ilyso c
ialpra
cticesandso cial
rela
tionsonebu i
ldsa tthe levelofhis/herlocalexperiences.
Webelieveth a
tsocia
ltrans
form at
ionstart
sfroma loca
lleve
landc anbeen ab
ledb ya
pro
jectthroughwh ichthedif er
encesaredialec
tical
lyinteg
rated(CANDAU,2008)
.This
demo cr
aticprojec
tforsoc
ialtrans
form a
tionc an
,therefor
e,bethoughtandundertaken
bytheindividual
sact
ively
in vo
l v
edintheircommun i
tiesasper
c e
ivedinG
roupB’scla
im
for morecr
i t
ica
lperspect
ivesinrela
tiontovisualcul
tureand media:
GroupB :Now ad ay
sw ereal
izeth a
ta sar e
sulto fth evarioustechnologic
al
ad vancesandg lob a
liza
tion
,w eh aveaccesstoa lotofinform at
ionand in
se v
eraldife
rentform scomingfromthemo stvariedmed i a
.A saconsequence
,
newped agogica
lp ract
icesarene cessa
r y
,noton lytob ringthe in
form a
tion
studen tsreceivefromthe irschoo len v
ironmen t,buta lsotoof erthem
oppo r
tunit
iestoanalyzetheinform a
tiontheyrec e
iv ef
rombo thtex
ts
,im ages
,
andv ideosinac r
it
ic a
landcon sciousw ay(… )w esee ktob roadenstudents
’
perceptionsandof e
rthemoppo rtuni
tiestode con s
tru c
tthep resented
“truths”sothatthe ycanan a
lyzethero leofitsso cio-h
istorica
landcu l
tural
cont ex
tdu r
ingthisp roces
s(p.4).
Itisimpo r
tanttoh ighl
ightthattheworldisgett
ing moreand morediversee achday
,
s
in ceindiv
idu a
lsare immersedinthecontextofglobal
iza
tionandthusare infuenced
bybo thgloba
land lo ca
leventsanddynamics
,anditistheplur
al
ityo
fident
it ycross
ings
whichch ara
cteri
zestheh ybr
idityandheterogeneityofthesubjec
ts;how eve
r,one
canno tignoretheh ier
archythatregu
latesthi
srelat
ion,val
idat
ingglobalv a
lue sand
margina
liz
inglo ca
lh is
tor
ies.
SousaSantos(1997,p .14)d efn e

sg lob al
izat
iona s“thep ro
cessbywh i
chap articu
lar
cond
itiono rloca
len tityextend si
ts infu encetoth ewho leglobe,andinsodo ingit
deve
lopsthec apaci
t ytodesign at
eano thersocia
lconditionorriv
alent
ityasloca
l”
.The
loca
lhegemon i
cpow er
,then,a ch
ieve sthestatusofglobaloruniv
ersa
lbyreleg
atingthe
unde
rpriv
ilegedlocaltoapo sit
iono fsub a
lte
rnit
yandm argina
li
zat
ion.Suchexc
lusioni
s
nowadaysreinfor
cedb yaneo l
iberalp rojec
tth a
tdi v
idesgroupsandcommun i
tiestha
t
cou
ldwo rkcollaborat
iv e
ly
,forcingthemtocompe t easindiv
idual
s.
Eng
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i
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35
AR
ES|Ad
van
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inEng
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ishS
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esn
º13
Theci
ti
zensh
ipd efendedh erehas moretodow ithaneng agementthatprese
rvesand
leg
it
im a
teson e
’sowncu ltura
lident
ity
(ies
)rath erthanuns e
tt
lesit
/them,revea
lingthe
way
inwhichon e
’s
id ent
ity
(
i e
s)refec
tsasocia
landpo l
it
ica
lpo s
it
ion
ingw ith
inapart
icula
r
communityandap art
icul
arhisto
ry
.A sre
infor
c edb yM enez
esd eSouza(2012
,p.75)
,“the
Oth
er
,theapp a
rent
ly‘d
iferent
’
,isseenasthelocu sofap e
rspec
tive
”thati
sh e
resupposed
tobepres
ervedandt a
kenintocons
idera
tionwithincommun ityr
ela
tionsandcons
truct
ions
.
Thisep i
stemo logicalposit
ionth a
tsee k stoque stiontheknow ledge -pow errela
tionand
toop enupsp a cesforlegit
im ating lo ca
landsub a
lternh istoriesandcon s
truct
ion si
s
ar
ticulatedb ycu r
rentde colonia
lpe rspe ct
iv e
s,wh icha rehe reunde rstooda sap athanda
“pra x
istow a
rdano therwiseo fthinking,sen sing,be l
ieving,do ing,and liv
ing ”
(MIGNO LO
;
WAL SH,2018,p4 )
.Thede colonialideao fr e
-exist
ing (
inste adofju s
tresist
ing)
,goe sbe yond
the‘ act
ingag ainst
’and m akesroomtoemb r acenewch a
llenge s,newpe rspe c
tivesand
newcon st
ructs
.Now adays,thereh asbeenaw ideamoun to fdeb ateonwhe therthewo rld
iscu rrent
lygo ingth roughap er
iodth a
tcou ldb ed e
s cr
ibeda san eo-
imp e
ria
lis
t,n eo-
colonial
ist
,o rneo -
libera
list
.And i
fw econ siderth atthewo r
ld isst
illsuf e
ringtheef ect
s
of
impe r
i a
l
ismo rcoloni
al
i sm,thede colon ia
lpe rspe ct
ivesh aved is
loc a
t edandde centered
th eknow ledg e-pow e
rr ela
tionwh ichh asp rodu cedopp re ss
ionand m arg
in a
lizat
ion
overthec entu r
ies.Thus,itisanem an cipatoryp rojectth a
topen supsp acefo rapo l
it
ics
ofdif erencewh ichen able slocaldiscou rsesandh istoriestocoe x
istandp a
rt
icipatein
loc a
landg lob aldi a
lec
ticandd ia
log iccon struct
ion s.
Wr
ight(2012 ,p.61)r ecognizesthewo rkofP auloFreireasinaugu r
alfortheent
ire
pos
tcolonialfeld
,since“cr
it
ic a
lped agog yhasalw aysusedab road
lynon -Wes
tern
,often
pos
tcolonialperspect
iveino rdertoh ighl
ighttheo ver
lapbe tweencenter
sofpow e
rand
theloc a
li
z edprodu ct
iono fedu cationd i
scourseclaimingun ive
rsalworth”
. Mo
reover
,
Fre
ire
’scri
ticalpedagog y
iscomm ittedtog ras
srootsdemo c
racyandinvest
edingenuine
soc
ialtrans
fo rmat
ion.Fre
iresuppo rtstheimpo r
tan c
eo fcri
tica
lth
ink
ingsotheopp re
ssed
canno ton lyrefectbu talsoa cto verthewo rldtot ransformit
.“W i
thoutprax
is
,itis
impo ss
ibletoo vercometheopp ressiv
e-oppressedcon trad
ict
ion”(FRE
IRE,1987
,p.21)
.
Th
iside aoftrans
form a
tionr eachedth roughthep rax
iso fthesuba
lte
rnb reak
sdownthe
benevolenc etha
tseem stounde r
lietheno t
iono fglob a
lc i
ti
zensh
ip.
Th eOC EM(BRA SIL,2006)p ropo se

sanimpo r
tantrefec
tionforlanguageandt each e
r
edu ca
tionasitaim satadialoguebe tweenloca
landglobalthroughwhichthestudents
cande velopci
tizenshipbysee kingtocomprehendthe
irownpo s
it
ioninsocie
ty(BRA S
IL
,
2006).Byunde rs
t andingtheirlocusofpr
ivi
legeorexc
lusion,andb ygett
ingincon ta
ct
w
itho the rpersons,contexts,culture
s,hi
stor
iesandlangu ages,thestudentsmigh t
developasen seofr e
sponsibili
tytothe
irowncon te
xt/
commun it
y,m a
kingitposs
ibleto
thinkanda cttow ardssoc
ial just
ice
.
“Au
thent
icedu
cat
ionisabou
tthemutua
lproc
essofbe
com
ing
”(ST
EVENSON,2012
,p.148
)
.
Thu
s,cr
it
ica
leduca
tioninvo
lvesanengagement
inademoc
rat
icdi
alogue(
li
sten
ingto
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36
AR
ES|Ad
van
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inEng
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eri
esn
º13
andbeingr
e spons
ivetoothe
rs)
inwhichboth(
anda
ll)side
saimatopen
ingpo
ssib
i
lit
ies
forso
cia
ltransfo
rm a
tion
.Thi
sisthec
it
izen
shipedu
cationw ebe
l
ievein
.
5
.Con
clu
sion
Groundedb yaped agogythatrega
rd stheo
ryandpract
iceasinterconnec
ted,thischapte
r
a
im eda tnurturingn ewp edagogicalprac
tice
sthatem ergefromth elocaln eedsand
intere
stsino rdertofo s
terlanguag eeducat
ioneng agedw ithcri
tic
alcit
iz ensh
ipand
w
ithopen ingpo ssibi
li
tiesforsoc
ialtrans
format
ion.Byh av
ingtheg roupso fp re
serv
ice
teachersd eve
lopth e
irownknow ledg econst
ruct
ionthroughd emo c
raticd ebate
,w e
bel
ieveou r
selv e
stobeeng agedw i
thou rownlocalcontex
tso fpract
ice
,wh ich mean
s
aturnfromt a
l ktoa ct
ion(hoo ks
,2003 )whichdefni
telyandpo sit
ive
lytransformsusas
teacheredu c
ato r
sand indi
vidua
lseng agedinourcommun itiesofpract
ice.
Al
ltooo ftentheunde r
lyinglim it
a t
ion sofar esearch /ped agogica
lpracti
c ear elef
t
unexploredo runchal
lenged.The rea rem anyl
im itat
ion sandse l
f-cr
it
iqueinr e
l a
tionto
thi
sk indo fwork.On emigh tqu es
tiontowh iche xtentou rp edagogic
alpracticesalso
impo sedtheme s(c
it
izenship,socia
lt rans
formation),actions(towrit
eafn alproject)and
eva
lu at
ion(student
sw eregraded),andtoth i
se xtent
,w ereauthor
ita
rian
.Inthi
ssen se
,w e
inquirewh atcr
it
iqueisafteral
l.Inthissense(cri
tical
)l anguageedu cat
ionch al
lenge sus
torethinkthev e
ryideainwh ichtea cherandte acheredu catorsdete
rminewh a
tc r
i t
ique
means(Shouldstudentsacceptandr epeatthepro f
essor/teacher’
sviewsofcri
tique ?Are
weimpo singonesingleviewo fcrit
ique ?
).Theseque s
tioningsa r
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sentia
latti
tude sof
anywo rktarget
ingcrit
ica
lcitizenship.
A
lso
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simpo rt
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it
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ta
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,discus
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cur
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.
The
sew erecer
tainlyprec
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thstudent
sandtea
chereducato
rs
.
Toconclude
,w ewould l
iketosugge
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iefpol
it
ica
l-phi
losoph
ic a
l-educa
tiona
l
or
ientat
ionsforteachereducato
rsinordertoen cou
ragethem( andou r
selves
)to
re
fuses a
fetyandtotakether
isko
fm ak
inglanguageeducat
ion more mean
ingfu
ltoal
l
ind
ividual
sinvolv
ed:
a
. In
ves
tino
the
rfo
rmso
fte
ache
redu
cat
ion
:
A
ccordingtoF reire(2000)
,demo c
rat
i cknowl edgeisn e v
er inco
rporatedau thor
itat
ively
,
s
incei
t i
son lyd emo cra
ti
casacommona chievemento fth ewo rkoftheedu catorandthe
s
tudentth roughaho ri
zonta
ldia
logue
.M ayourpract
ice sdisruptwi
th “
th edang e
rofasing
le
s
tory”(ADICH IE
,2009 )whichiso
ftenr eproducedthroughcon se
rv a
tionistprac
tice
sth a
t
p
erpetuat etheh egemonicsys
tem.“Stor
i e
sm a
tte
r.M an ystori
esm att
er.Stori
esh av
eb een
u
sedtodi sposse
s sandtom al
ign
,butstoriescanal
sob eu sed toempow erandtohum anize
.
S
tor
iesc anb reakthedignit
yofap eople,butstor
iesc analsor epa
irth a
tb rokendigni
ty”
.
Eng
D
l
i
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e
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|C
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|1
37
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
Ourcommun it
iesareformedb ym an yo ve
rlapp
ingstor
ies
.Edu cat
ioncan,thus
,depar
t
fromtheep istemicpo s
it
iono f
le arningfromandw iththed iference(TODD,2003)
,
inth esenseofp re
servingheterog enei
tyanden abl
ingoth e
rform sofe x
is
tenceand
knowledgecon s
truct
ionth a
tdiv e
rgef romthecon v
entiona
li
zedone s
,inademo c
rat
ic
prac
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,promo t
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c eofmult
ipledi
scou
rses
andop in
ionsthatl
istenandrespondtooneano the
rdialec
tic
al
l y
.
b
. A
ctpo
l
iti
cal
ly
:
Andreot
ti(2012,p.25)statesthat“edu c a
tionisabou tpr epar
ingou rselve
sandtho se
wewo rkw i
thtoen la
rgepo s s
ibi
li
tiesforth ink
ingand liv
ingtog etherinaplanetthat
sust
ainscomp lex
,plura
l,un cer
tain
,in t
er-dependen tandunequ a
lsociet
ies
”
.Theau thor
a
lsod efendsth a
tw earea l
limp l
icated inth ep roblem sw ear etry
ingtoadd ress
:“w e
areal
lbo thp ar
tofthep roblemandth eso lu
tion(ind iferentw ay
s)”(
Ibid
.)
.Th en
,itis
imperat
i vethateduca
torsturnattentiontothe irownp r a
c t
icesinordertomo vetow a
rds
anedu cat
ionth atbreaksdownw ithr epe at
ingh isto
rica
lm is
t akesandcomm i
tsitse
lf
w
iththech a
llengeofeng agingw i
thc r
iticalcit
iz ensh
ipb yleg
itim at
inglocalhi
stor
ies
(andstories)andtheirpoliti
calagend assoa sto joinademo c
rat
icp ro
jectforsocia
l
tran
sform at
ion.Thi
scorrobo r
ateshoo ks’asser
tion inwh ich
[w]eneed m ass-basedpol
it
ica
l mo v
emen t
sc a
ll
ingc
iti
z ensofthisna
tionto
upholddemo c
r ac
yandtherightsofe veryonetobeedu cated,andtowo rk
onbeh a
lfofendingdom inat
ioninal
lit
s forms— toworkfor
ju s
tice
,changing
ouredu ca
tionalsystemsothatschool
ing isnotthes
itewhe restudentsare
indoctr
inatedtosuppo rt
impe r
ial
istwh i
tesup rema
cis
tc apit
ali
stpat
riarch
y
oranyideology,butrathe
rwhe retheylearntoopentheirm inds
,toeng age
inrigorousstudyandtothinkcrit
ica
lly(hooks,2003
,p.13).
c
. Keephopea
l
ive
:
AsAndreott
i(2012)de fendsan ide aof‘hopefulskept
ic
ism’thatquest
ionsthecommon
senseandsee kstoe xpandpe r
spe ctivesthroughapo l
itica
leng agementw ithlocal
agendas
,w ebel
ieve inal anguageedu ca
tionprojec
tthatre
fusestorep
roducesystemso f
dominat
ionandt akesana c
tivero
le incon st
ruct
ingdemo crat
icknowledgetogetherand
inconsonancewitha l
lthep art
ic
ip antsinvo
lvedintheeducat
ionalproce
ss
.B y
legit
im a
ting
loca
ldiscour
ses,w ereinforcetheide athatal
lstor
iesm a
tter
,andthusinaugura
teasp ace
ofhopeandempow ermen tth a
tm akesso c
ia
ltransfo
rm a
tionpossib
le
.
There
fore
,bybeliev
ingth a
titispossibletoinvestinsuchdemo c
r a
tical
ternat
ivesand
tocrea
tenewone s,w ehopeal
ledu catorscaneng agew ithinthei
rowncommun i
tiesof
pr
act
iceinorde
rtom akeeduca
tionac r
itic
alci
tizensh
ipp rojector
ientedtow a
rdsjust
ice.
“Myhopeeme rgesfromtho seplaceso fs
trugglewhe reIw itnessind
i v
idual
spo s
it
ively
tr
ansfo
rmingthe
irli
v e
sandthewo r
lda roundthem .Edu c
ating i
salw ay
savo ca
tionrooted
inhopefu
lness
”(hoo ks
,2003
,p.13).How everr
iskyiti
stoa ssume ‘unive
rsal
’or
ientat
ions
for
languageedu c
ationandteacheredu cat
ion,thi
sch ap
t er(andtheseedu ca
tors
)hope s
Eng
D
l
i
an
i
sh
e
languag
lFer
raz
|C
eedu
ami
l
ca
aF
t
ionandc
ons
ecaC
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i
am
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i
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a
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i
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sh
ca
ip
|1
38
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
forbe t
tertimesinB razi
l
ianeducat
ion.W ea
lsobel
ievetha
tproje
ctssu
chastheQ&Asin
AppliedLingui
st
i c
s p
6
romotedvi
rtua
ll
yb ytheFeder
alUniv
ers
it
iesofS
ant
aC a
tar
inaand
Pa
r aná(U FSCandU FPR)hav
e in
vitedustoth
inklanguageeduca
tiono
the
rwise
.
R
efe
ren
ces
AD
ICHIE
,ChimamandaNgoz
i.Thedange
rofasing
lesto
ry
.[ S
.L]
:T EDGloba
l,2009
.Dispon
íve
l
em: https
:/
/www.ted
.com
/ta
lks
/ch
imamand
a_ngoz
i_ad
ich
ie_the_danger_o
f_a_s
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le_s
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40
WhatcountsasAppliedLingu
i s
tic
s:A
rev
iewo fpubli
cat
ionsincon so
lidat
ed
App
liedLingui
sti
csjourna
lsinB r
azi
l
andabroad
Ro
san
eSi
lve
ir
a
Un
ive
rs
idad
eFed
era
ldeS
ant
aCa
tar
ina
/CNPq
Ub
ir
atãK
ickhö
fe
lAl
ves
Un
ive
rs
idad
eFed
era
ldoR
ioG
rand
edoSu
l/CNPq
1
.In
trodu
ct
ion
Curren ttrend sinB razi
lianApp l
iedL ingu i st
i c
sempha sizeac r
iticalapp roa chto
languagetea ching,a sil
lu s
tratedb y mo stchap tersinthi svolume( seealsoROCHA ;
DAHER ,2015 )
.Th isapp roa chha sbeenadvo ca tedb yresearcherssu chasRa jagopa lan
(2003 )and Mo i
taLope s(2006 )
,fore xamp le.SomeB raz
ilianapp liedlingu is
tseven
contendtha tthet raditionaltheme stha tga ver isetoApp liedLingu ist
icsnolonge r
haveap laceinthef ield.Tho seinterested inthe ‘tradit
ional’theme sha vebeene ithe r
cr
iticizedo ra tleastin vitedtokeepad ist an cefromce rtaine ven tsorpub lication
venue s inBrazil
.Bu tth i
send lessdeba teabou twha tAppliedL inguistic
s i
sandwha t
theme sshou ldbein ves t
igatedb yapp liedl ingu istsisno te x
clusivetotheB razilian
conte xt.IndeBo t
’s(2015 )boo k, whi cha ttemp t stog iveah istoricalo verv
iewo f
AppliedL inguist
i cs
,weseetha tthisdis cussionha sbeena round int radi
tionalniche s
ofApp liedLingui s
ticsresearchsu cha stheUn itedS tatesandsomeEu ropeancoun tries
aswe ll
.T ensionsbe tweenthesub f
ield so fApp liedL inguisticsha vealw ayse x
isted ,
and itseem stha tthe inhe rently multidisciplina ryna tureo fApp l
iedL ingu i
sticsand
theevo lv
ingre sear chtrend sfavorthe seten s
ion s.
Thi
sch ap
t e
risnota
imedatf
eedingtheset
ens
ions
,asw eseeApp
liedLingu
is
tic
sasa
tru
ly mul
tid
isc
ipl
ina
ryfe
ldtha
tshouldencompa
ssal
lstud
iesth
atbearsomeint
eres
tin
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
langu agedevelopmen tandt each

ing,espec
ial
lythosethatareofamo reprac
tic
aln a
ture
.
Insteado fde
l vingintocontrovers
ies
,w eop t
edforan al
yzingth epub l
ica
tiontrendsof
consol
id a
tedBr az
il
ianandinternat
iona
ljourna
lsinthefeldofApp l
iedLinguis
ti
csbetw een
2011and2021 .A l
thoughthe rearepublicat
ionsthatdiscussthetrend s
inpub l
ic a
tion
inthefe ldand itsm a
inresearchsubfelds(DEBO T
,2015;L E
I
,L IU
,2019 ;AILAReview31,
2018;AppliedLinguist
ics
,36.4,2015;Appl
iedLinguis
tic
s,37.1
,2016 )
,mo stofthem focus
exc
lusivelyoninternat
iona
ljou rna
lswri
tteninEngli
shth a
ttendtobeh igh
lyranked,and,
needlesstosay,theBr a
zi
li
an journal
sarelef
tou t
.
InBraz
il
,w eareaw areofatl
e asttwor e
centart
ic
lesthatbringano verv
iewo fth eresear
ch
trend
sinApp l
iedL inguis
ti
cs (AMOR IM,2017;FIGUEIREDO,2018 )
,bu tdiferentfromou r
chapter
,thesea r
tic
lesfocusonth epo tent
ia
lrela
tionsb etw eencr
itic
alapp ro achesto
languagetea
ching(AMOR IM,2017 )ortheimpacto
fth e
‘soc
i a
lturn’
(BLOCK,2003)ons tudie
s
focus
ingonsecond languagea cquis
it
ion(FIGUE
IREDO,2018 )
.N ewdiscus
sionswh ichtack
le
theinc
lusi
ven atureofAppliedL ingu
ist
icsare
,thus
,w elcom eintheBraz
ili
ans cen ar
io
.
Toguideourdi
scu
ssion
,w ees
tabl
ishedthefo
l
lowingre
sea
rchques
tion
: Whata
rethe
topi
cstrand
softheart
ic
lespubl
ishedbyBraz
i
lianand
inte
rna
tion
aljou
rnal
sb e
tween
2011and2021?
Inthe fol
low ingse ct
ion s
,there aderw il
lseethedefn itiono fApp l
iedLingu is
ticsw eadopt
inthisch apt er
,fol
lowedb ydefn i
tionsp rovidedb yApp liedLinguist
icsasso c
iat
ions.Some
ofthesea sso c
i a
tionsalsop rov
idea li
sto ftopics t
rand sfo rAppliedLinguistics
,eitheron
theirw ebsit eoronthew ebsi
te so fthecon ferenceth a trepre
sen t
sthea ssocia
tion.W e
w
illcomp areth e l
is
tso fstrandsandh ighl
igh tth e
irsim ilar
it
iesandp eculiar
it
i e
s.N ext
,
wew i
lle xp
l ainthe me thodth atgu idedou rd atacol
le ct
ionandan a
lysi
s,p resent
ingthe
cri
ter
iaw eu sedtose lectApp l
iedL inguist
i csjournalsfromB razi
landab road,asw ellas
alis
to fc a
t ego r
iesusedtoc la
ssifythea rt
iclesfrome a chjourn a
l.Then,w ewil
lp resent
ther esult
so fourstud y
,h igh
ligh t
ingthetop icstrand sfound ine achjou rnal
,asw e
llas
howe achjou rn a
lseem stodefneApp l
iedL inguistics
.Thech ap te
rw i
llendw ithsome
considerat
ion saboutwh athascoun teda sApp l
iedL ingu ist
ics
inthep a
stt eny earswhen
weloo katjou rn a
lpublic a
tions
.
2
.De
finingApp
l
iedL
ingu
is
ti
cs
Prov
idingadefn it
ionordete
rmin
ingthes copeofApp
liedLingu
ist
icsh
asalwaysproved
tobead if cul
ttasktor
esea
rche
rsinthefeld.Whi
lemanydefnit
ionshavebeenprov
ided
(seeD EBO T,2015)
,therea
real
sotho ser
e sea
rche
rswhop refe
rtodefnewh atAppl
ied
L
inguistic
s(A L
)isnot,a
snewcontempo ra
r ythemesh
a veconst
ant
lybeenaddedtoA L’
s
resea
r chagend a
.
Bycar
ryingou
tinte
rview
sandque
st
ionnai
res
,d eBo
t(2015
)gathe
redd efn
it
ionsand
op
inionsabou
tthethemeso
fApp
l
iedLingu
ist
icsf
romapoolofnea
rly100w e
l
l-known
Wha
Ro
tc
s
an
oun
eS
t
i
l
sa
ve
i
sApp
r
a
l
i
|Ub
edL
i
ra
ingu
t
ãKi
i
c
st
i
khö
c
s
f
:A
e
lA
r
e
l
v
v
i
ewo
e
s
fpub
l
ica
t
ion
sinc
onso
l
ida
tedApp
l
iedL
ingu
is
ti
cs.
.
.
|1
42
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
appl
iedl
inguis
ts
, mostofthemwithacademi
cc a
reersbui
ltintheUn
itedStat
esorina
fewEuropeancount
ries
( Eng
land
,Nether
lands
,Germ an
y,andSp a
in
,mo s
tly
)
.A cco
rding
todeBot(2015)
,the
sew e
ll
-knownappl
iedl
ingui
stsseemtoadheretooneofthethree
defn
it
ionsbelow:
One i
sth atA Li
scon cernedw ithr ea
lwo r
ldp roblemsandw aystosolve
themontheb as
isoflinguis
ticknow ledgeandtoo ls
.Forther epresentat
ives
ofthisdefnit
ion,subf eldsl
ik eS LA[second langu ageacqu i
sition]arenot
partofALbe causethe ydono tp r
im ar
ilyde alwithrea
lwo rldp roblem s
.The
second isthatA Llargelyoverlapsw ithS LA.Forthisgroupo fr esearcher
s,
ther ea
lwo rldp roblem sareno tth ed efningcompon ent.A L i
ss eenasa
researchf e
ldth atm akesuseo fav arietyofres ea
rchtechniqu e
sandtoo ls
and i
sp r
im a
ril
yemp ir
ical
inn ature.Thethirdtypeo fdefnit
ion isthew idest
one:A Li
se verythingth a
th astodow i
th langu ageapartfromth eoret
ica
l
l
ingu is
tics
.(DEBO T
,2015,p.933 -937)
Wecanseethatthefrstandse conddefn it
ionsil
lust
rateastrongdiv
ideinthefeld.On
theonehand,ther
ea rerese
archerswhoemph a
siz
etheconne ct
ionofALstudieswi
thr ea
l
wor
ldprob
lem s
.Ontheo therh and,the
r earetherese
archer
swhoh ighl
ighttheemp i
rica
l
natu
reofALandp riv
ilegesecond langu ageacqui
sit
ion.Thethi
rdviewisbro adenough
toencomp a
ssthestudiespriv
ilegedb ythef r
sttwodefn i
tions
,andthi
sisthedefnition
towhichw eabideinthischapter
.
Asw eadheretothisthirddefn it
ion,anotherquestioninevi
t abl
yrises
: Wha
tthen
chara
cte
rizesTheore
tica
lLingu is
tic
s?A sweunderstandthatan swer
ingthatquest
ion
m
ightproveasdifcul
ta sdefningA L
,w eundoubtedlyseetha
ta void
ingthi
sdis
cuss
ion
wouldtu
rnou ttobepo intle s
s,should weconsiderthes copeo fA Lashavinga
complementarynatur
etoth a tshowninformals
tudie s
.Inourview,defningwh a
tthe
“appl
ied
”and“ fo
rm a
l”dom ainsofLingui
st
icsconsi
s tofimpl
iesad eepe
rtas
k,which
enta
il
sdefning“l
angu age”
itself
.
Throughou tthey ear

s,m an ydif e
ren tcon c eptionsof“language”h avebeenhe ldinthe
LanguageS ciences
,m an yofwh ichde tachedthe indiv
idu alf
romso c
iet y
.This
,inou rview,
madethep roposalofan “Appl
ied ”feldne c ess a
ry.Cur
r ent
ly,newv iew sof l
angu ageh ave
takenpl ace
.Comp lexD ynam icSyst em sTh eory(CD ST)
,fore xamp le,do esnotd ep r
ive
theindividualorlanguagephenomen afromtheen vironmen tinwh i chiti
scon st
ructed,
consider
ingth em anych ang esthisind ividu al(andh is
/h er
langu ag easw el
la sso c
ial
rela
tions)facesintim e
.Th ispo sesch alleng estowh a
tw econsid ertob e“Th eoretic
al
L
inguist
ics”
.Trad
itional
lyspe ak
ing,“Theo reticalLingui
stics”wouldthencomp r
isewh atever
accountofLinguist
icsthatwou lddisconne ctitstheoreti
calcla
im sfrom i
tssocia
lcon text
s.
Shouldthisconceptionbet rue,wh atisbe ingr eg a
rdeda sTheoret
i ca
lL inguis
tic
she reh as
beenfacingcon s
iderablede cl
ine,ase v
ensome formalaspe c
tsof langu age(syn t
act
i ca
l,
morphological
,phono logical)arenow ad ay ss eenasp artofa la
rg er
,d ynamiccon text
(BECKN ERetal.
,2009 ;D EBO T
,2015 ;LAR SEN -FREEMAN ,2015;2017 ;LAR SEN-FREEMAN ;
CAM ERON ,2008;LOW IE,2017;LOW IE;V ER SPOOR ,2019 )
.
Wha
Ro
tc
s
an
oun
eS
t
i
l
sa
ve
i
sApp
r
a
l
i
|Ub
edL
i
ra
ingu
t
ãKi
i
c
st
i
khö
c
s
f
:A
e
lA
r
e
l
v
v
i
ewo
e
s
fpub
l
ica
t
ion
sinc
onso
l
ida
tedApp
l
iedL
ingu
is
ti
cs.
.
.
|1
43
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
Consideringth a
t mo stre sea
rchers(
in wh atw asa tfi
rstcon sideredtobe“ Form al
L
ingu is
tics
”)a l
sos eelangu ageasaso c
ialph enom enonanddono tt endto(o ratle a
st
shouldno t
)d isconnectitfromso c
iala
spectsinther e
alwo r
ld,itshouldbequ itedif cul
t
tosaywh a
tApp l
iedLingu ist
icsdoesnotaccoun tfor
.Inou rview,on c eag a
in,thi
sgoe s
backtohoww eregardl anguage/l
anguagephenomen a
:Ana c counto flangu agethatis
st
il
ldisconne c
tedfromther ea
lwo r
ld,
justl
ikeGene rativ
ism,isdefn ite
l ynotinthefe ld
ofApp l
iedL inguist
ics
.Bu twh a
taboutso c
ia
l,d ynami c
,comp lexv iew soflangu age
, in
whi
ch formalandso c
ia
la spe c
tsarenotdi
sentangled?A sw esee i
t,asfara stheso-ca
lled
“Dyn amicTu rn”(
cf
.,DEBO T,2015
)iscons
idered,itbecome simpo s
sibletoe xc
ludethe se
phenomen afromthes copeo fAppl
iedLinguist
ics
.
Wecons
iderthatou rthoughtsa
reina c
cord an
cew ithHelle
rm ann(2015)
,whoa rgues
in
favo
rofafe ldaiminga t“
theame l
io ra
tiono f
langu age-re
lat
edso c
ialproblems”
(op
.ci
t.,
p
.424)
,rein
forcingthelinkbetweenl anguageandso ciety
.Fol
lowingthisl
ineofthought
,
d
iscus
singwh atA Lis/
isnotorwhe therA Lshouldincludetheorybuild
ing,asthel
inkof
languageandso ciety
,should makeupthef rstandforemo s
tgo alofthefeld.Ourv
iew
a
lsore
inforcestheneedfo rint
eractionw ithaw idev a
riet
yo fre
se a
rchfelds,aswel
las
subfe
ldsinLinguistic
s(cf
.
,SHUY,2015 )
.
3
.De
fini
tion
sands
trand
sac
cord
ingtoa
sso
cia
tion
s
Weselectedassoc
iat
ion sth atin
cludethewo rds‘AppliedLingu
ist
ics
’intheirname sand
arew el
lknownb yBrazil
ianapp liedlingui
sts,esp ec
i a
ll
ythosewho in ves
tiga
teEng l
ish
andSp anishl
angu ageissue s:ALAB–A ssoc
ia çãod eL
inguíst
icaApl
icadadoB ras
il;AILA–
Assoc
iat
ionInt
ernat
ionaled eLingu
istiqueAppl
iqu ée;AAA L–Am e
ri
canAssociat
ionofAppl
ied
L
ingu i
st
ics,andAM LA– LaA soc
iac
iónM ex
icanad eL
ingüíst
icaApl
icada.W
1
ewi
llbeginby
present
ingtheirdefni
tions forAppliedLingu
i st
ics,andthencomp arewh attheypropose
asthetop i
cstrandsofApp liedLingu i
st
icsresearch.
Whenw elookatTab
le1,wec anseethatA
ILA,A LAB
,andAM LApr
e sen
tdefn
it
ionsfor
App
liedLingu
is
tic
s,bu
tAAA LandAM LAsimpl
yidenti
fythefe
lda
sbeingmul
tid
isc
ipl
ina
ry
ordive
rseandgoonto l
is
tingpotent
ialre
searchstr
ands.
1
Weareawar
eo fthefounda
tionoftheAILAIbero-Ameri
ca(AIALA)in2020,butwefoundno
spe
ci
fi
cinfo
rmat
ionabouthowthi
sas
socia
tiondef
inesApp
liedLingu
is
tic
sorwhethe
ritw
i
lladop
ttop
ic
s
trand
sth
atd
if
ferf
romA
ILA
.
Wha
Ro
tc
s
an
oun
eS
t
i
l
sa
ve
i
sApp
r
a
l
i
|Ub
edL
i
ra
ingu
t
ãKi
i
c
st
i
khö
c
s
f
:A
e
lA
r
e
l
v
v
i
ewo
e
s
fpub
l
ica
t
ion
sinc
onso
l
ida
tedApp
l
iedL
ingu
is
ti
cs.
.
.
|1
44
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
T
able1–Defn
it
ion
sofApp
l
iedL
ingu
is
tic
s–A
sso
cia
tion
s
A
ILA – Associa
tionInte
rnat
ion
ale App l
iedL inguist
icsisanin terdisc
ipl
inaryfeldo fresearch
de Linguist
ique App l
iquée or andp racti
cede a
lingwithprac
ticalproblemso f
langu ageand
Inte
rnat
ionalAssoc
iat
ionofApp
lied commun icat
ionth a
tcanbe identifed,ana
l y
sedo rsolvedb y
L
inguis
tic
s apply
inga va
il
abletheor
ies
,me thod sandresult
so fLinguist
ics
ht
tps
://
ai
la.
info/ orb y de ve
loping newtheo ret
ical and me thodo logical
fr
amewo rk
sinLinguis
tic
stowo rkonthe sep roblem s
.
Founda
tion:1964,F
rance Appl
iedLinguist
icsdifer
sfromL inguist
ics
ingene ralm ain
l y
w
ithr especttoi t
se xpl
ici
to r
ien tat
iontow a
rd sp ract
ical
,
eve
ryda yproblemsrel
atedtolangu ageandcommun ica
tion.
(AI
LAw ebs
ite
)
ALAB– As soc
iaçãodeLingu
ís
tic
a Wedono tregardA Lasanapplic
ationoflingu
ist
ictheor
ies
;
Apl
icad
adoB r
asi
l ins
tead
,w ev iewitasafe ldofinquiry
,focusedonsituated
ht
tp:
//a
lab.org
.br
/ use
soflanguage invar
iousrea
lmso fsoc
iety
.A LABi
sdefned
byi
tsin
terest
inr esea
rchonther e
l a
tionsbetweenlanguage
Founda
tion:1990
,Braz
i
l andsoc
iety
.(A LABw ebs
ite–Eng
lishv e
rs
ion)
AAA L– Ame rican As

soci
ationfo
r […]the multi
-disc
iplinaryfeldofapp l
iedlingui
st
ics
.AAA L
Appl
ied L ingui
stic
sh ttps
://www
. memberspromot epr
in c
ipledapproachestolanguage-
rel
ated
aaa
l.org
/ about
-us conce
rns,
includinglangu ageeducation,acqui
sit
ionandloss
,
b
il
ingual
ism,discour
sean a
lys
is
,l
ite
ra cy
,rhetori
candsty
lis
tic
s,
Found a
tion:1977,Uni
tedState
s languageforspe c
ial purposes
,p sychol
inguis
tic
s,second
andfore
ignlangu ageped agogy
,langu agea s
sessment
,and
languagepoli
cyandp lanning
.(AAA Lw ebsi
te)
AMLA–L aA soc
iación Mex
ican
ade [… ]App liedLinguist
ic s
i sdefneda sabroadfe ldo fs c
ientif
c
L
ingüí
stica Ap
licadaht tp
s:
//www
. intere
stth a
ten comp assesare asasd ive
rsea sfrstl anguage
amla
.org
.m x/ acquis
itionandt eaching,d i
scou rsean a
lys
isandp ragm at
ics
,
neurol
ingu is
tics
,fo ren s
i clingu ist
ics
, corpu slingu ist
ics,
Foundat
ion:1986
,Me xico compu t at
ionallingui st
ics, anthropologica
ll inguist
i cs
,the
e
l abor
ationo fl angu agepo l
iciesa sw el
la sg ramm arsand
d
i ct
ionarieso fthe d i versel angu agesspo kenin Me xi
co,
traductology, special
i zedt erm inology
,the s tud yo fthe
proces
se so fw r
it
ing de v e
lopmen t and frst andse cond
languager ead
ing,b i
lingu a
lism , among m an yo thers,in
addit
iontotheh is
to r
ic a
lly mor ede ve
lopeda reassu cha sthe
descr
iptiono findigenou slangu ages
,thes tud yofSp anish
(boths yn ch
ronou s
l yandd iachronical
ly)andtheo retica
land
genera
l lingui
s t
ics
.(ou rtranslat
ion )
Sou
rce
:Au
tho
rs
,2021
.
InTable2,w ecomp arethediferentdefn it

ion sbyloo kinga tsomeke ywo rdsth atappe a
r
ine achofthemr egardingthen atureofApp l
iedLingu i
stics
,itsob jectofstud yandhow
L
ingu is
ticsi
ss een
.Th efourassoci a
tionsre cognizeth e mu lt
ifacetedn atureo fApp lied
L
ingu is
tic
sb ypoin
tingou thow i
t interact
sw ithdif e
r entfe ldsofr esea
rch.How ev er
,the
defnit
ionsdif e
rwhen i
tcome sto ident
ifyingtheob je cto fstudyo fApp l
iedL ingu is
tic s
.
A
I LAstatesthatAppliedLinguist
i csinvestigates“prac t
icalp roblem so f
l angu ag eand
commun ica
tion”
,and isthe mosten comp ass
ingd efn i
tion,g iventh atbo thA LABand
AAA Lonlyrefe
rto“language’
’
,no tto “commun icat
ion”
.AAA Lr e
fersto“langu age-related
conc e
rns”
,wh i
leA LABsp ec
ifesth eobj e
cto fstudyb yu singth ee xpress
ion s“situat ed
langu ageu sages
”.A sw ecansee ,theB razi
liana sso c
i at
ionbeg instod is
t anc eitself
fromfo rm a
llanguag em at
t e
rsin itsd efnit
iono fApp l
i edL inguisti
cs,wh ileth eo th e
r
Wha
Ro
tc
s
an
oun
eS
t
i
l
sa
ve
i
sApp
r
a
l
i
|Ub
edL
i
ra
ingu
t
ãKi
i
c
st
i
khö
c
s
f
:A
e
lA
r
e
l
v
v
i
ewo
e
s
fpub
l
ica
t
ion
sinc
onso
l
ida
tedApp
l
iedL
ingu
is
ti
cs.
.
.
|1
45
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
assoc
iat
ion sadop tab ro addefni
tion
,wh ichseem stoa l
lowfo ran ytyp eofstudyth a
t
invest
igateslangu agei ssues
.Indeed
,whenw eloo katwh atthedefn i
tionssayaboutthe
L
ingu i
st
icsfe ld,w ecanseeth a
tA LABistheonlyonetoe xplic
it
lyrefutetheapplica
tion
ofLingui
stictheories.AAA Lsimplydi
sregardstheissue,wh ileAILAstatesthatApplied
L
ingu i
st
icsc anbenef t fromthe “methodsandr esult
s”ofLinguist
ics
.Ontheo therhand,
AM LApresentsanunu su a
lconfgurat
ionwhencomp aredtotheo therthreeassoc
iat
ion s
,
asiteventual
l ybeg antoen compassLingui
st
i c
sa soneo fitsstr
ands.
T
able2–N
atu
re,ob
jec
tandro
leo
fLingu
is
tic
sindefn
it
ion
s
A
ILA A
LAB AAA
L AM
LA
Na
ture in
terd
isc
ipl
ina
ry d
ive
rsesphe
res mu
lt
idi
scip
l
ina
ry w
idefe
ld
Objec
tof pra
cti
calproblems s
ituat
edl
angu
age language
-re
lat
ed a
l
larea
sof
study of
languageand u
s age
s conce
rns l
anguage
commun i
c a
tion s
tud
ies
Ro
leo
f me
thodsand appl
ica
tion -
- oneofthe
L
ingu
ist
ics resu
lt
sareadop
ted ofL
inguis
tic
s st
randsofAL
byAL theor
iesi
srefu
ted
.
Sou
rce
:Au
tho
rs
,2021
Inaddi
tiontoth edefn i
tions
,somea ssoc
iationsl
istthetopicstrandsthataredeem ed
re
levantforAppl
iedLinguist
ics
.Some t
ime s
,theassocia
tiondoesno tpresentthes
trands
whendefningApp l
iedLinguist
ics
,buttheydosoonthew ebs
iteofthei
rm ainacademic
even
t,andw er
esortedtothisinforma
tiontoh aveabe t
terunderstandingo fhowe a
ch
asso
cia
tioncon ceivesAppliedLingui
stic
s.Th ecomp letel
is
to fstrandsfoundonth e
webs
ite
so ftheassoc
iationsi
sa vai
lab
leinAppend ix1.
AsAppendix1shows
,thea
sso
cia
tion
sli
stabouttwen
tytop
icst
rand
s.Wecompa
redal
l
thes
trandsandcr
eat
edase
tofcommontopic
slis
tedbyamin
imumofth
reeas
soc
iat
ion
s,
asfo
l
low s
:
1
. D
iscou
rseAn
aly
sis(m
aya
lsoin
cludeIn
ter
act
ion
,Pr
agm
ati
csandCon
ver
sat
ion
S
tudie
s)
;
2
. B
i
lingu
al
ism
(ma
yal
soin
clude
Imme
rs
ion
,He
ri
tageandM
ino
ri
tyEdu
cat
ion
)
;
3
. Co
rpu
sLingu
is
tic
s;
4
. LanguagePoli
cy(ma ya
lsoin
clude D
ive
rsi
ty,Equ
ity
,In
clu
sion
,An
ti
rac
ism
,
Deco
lon
iza
tionStud
ies
)
;
5
. L
angu
ageandT
echno
log
y;
Wha
Ro
tc
s
an
oun
eS
t
i
l
sa
ve
i
sApp
r
a
l
i
|Ub
edL
i
ra
ingu
t
ãKi
i
c
st
i
khö
c
s
f
:A
e
lA
r
e
l
v
v
i
ewo
e
s
fpub
l
ica
t
ion
sinc
onso
l
ida
tedApp
l
iedL
ingu
is
ti
cs.
.
.
|1
46
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
6
. Langu
ageCognit
ion(ma
yal
soin
cludeB
rainRe
sea
rch
,Neu
rol
ingu
is
tic
s,A
cqu
is
it
ion
,
andAt
tri
tionS
tudie
s)
;
7
. So
cio
l
ingu
is
tic
s;
8
. T
ran
sla
tion
(ma
yal
soin
clude
Int
erp
ret
ationandL
angu
ageA
cce
sss
tud
ies
)
;
9
. Re
ading
,Wr
it
ingandL
ite
rac
y;
10
. Addi
tionalLangu
ageT
each
ing(m
aya
lso
inc
ludeSpe
cif
cPu
rpo
sesandSpe
cif
c
NeedsStudie
s)
;
11
.Langu
ageT
eache
rEdu
cat
ion
(ma
yal
soin
cludeBe
l
ief
sand
Iden
ti
tyS
tud
ies
)
;
12
.Te
xtAn
aly
sis
(ma
yal
soin
cludeW
ri
ttenD
iscou
rse
,Gen
reandMu
lt
imod
al
ityS
tud
ies
)
;
13
. Vo
cabu
lar
yandL
exi
calS
tud
ies
;
14
.LanguageLea
rning(ma
yal
soin
cludeAu
tonom
y,Iden
ti
ty
,Ped
agog
icRe
sou
rce
s,
A
sse
ssmentS
tudies
).
Ouran a
lysi
sshow edth atAILAandAAA Lsh a
re21top icstrands
,andth eyon lydif erinhow
theywo rdth est
r andthatw ec a
lledL angu agePolicy(4)
,andb ecauseAILAk eptPragm at
icsas
asepar a
testrand.D ifer
entfromth eint ernat
ionalassocia
tionandth eAm e
ricanas socia
tion,
theBr az
il
ianandMe x
icanas soci
ation sb r
ingstrandsth a
tindica
tedif e
rent r
es ea
rch interest
s
forapp l
iedlingu is
tsinthesecoun t
rie s
.Bo thassociat
ion sbr
ingtopi c
s re
latedtoth en ati
ve
langu age(s
)o fth ecountry
,su cha sFirstL anguag eA cqu
i s
it
ionTeachingandL e
arn ing.Th e
Bra
zil
iana s
so c
i a
tionalsopres ent
sm an ystrandsthatsp ec
i
f yl
anguag estudies
in intersection
w
itho therareas( e
.g.
,Langu ag eandM edia,Languag eandWo rk,Langu ageandL it e
r a
tur e
).
Ontheo therh and,theM e
xicana ssociationli
stsst
rand sthatareof
tenp artofth eLinguistics
fe
ld (e.g
.,Syn chron i
candD iachroni cL inguis
tics
,D escr
ip t
ionofIndig enou sLangu ag es
,
Theor e
tica
lLingu ist
ics)
,wh ichju s
tr ei
t erate
sth euniqu econfgur a
tiono fthisasso cia
tion,
whichend edup incorporat
ingL ingu ist
i csasasubf e
ld.
Hav
ingd is
cu s
sedthedefnit
ionsands t
rand sofAppl
iedLingu
is
tic
sa c
cordingto major
as
sociat
ions
,w enowturntotheme thodofthep re
sents
tudy.Webeg
inb yexpla
iningthe
cr
ite
riatoselectnat
iona
landinterna
tiona
l journa
ls
.Next
,w espec
ifyasetofcategor
ies
tocla
s s
if
ythea rt
ic
lespubl
ishedinthejourn a
ls
.
4
.Me
thod
WeusedGoog leandCAP ESQu a
li
stosearchfo r
journalscon
t a
iningtheexpre
ssions
“Appl
iedLingu
ist
i c
s”or“
Linguí
st
icaApl
icada”inthei
rtit
les
.Thi
s le
ftuswithachoiceof
fveint
ernat
ionaljourna
lsandfourBr
azi
lianjournals
,n ame
ly:Appli
edLingu
is
ti
cs (AL
);
Int
ernat
iona
lRevi
ewo fAppl
iedL
ingu
is
tic
s(IRA
L);In
terna
tiona
lJournalo
fAppl
iedL
inguis
ti
cs
Wha
Ro
tc
s
an
oun
eS
t
i
l
sa
ve
i
sApp
r
a
l
i
|Ub
edL
i
ra
ingu
t
ãKi
i
c
st
i
khö
c
s
f
:A
e
lA
r
e
l
v
v
i
ewo
e
s
fpub
l
ica
t
ion
sinc
onso
l
ida
tedApp
l
iedL
ingu
is
ti
cs.
.
.
|1
47
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
(
InJAL
);Appl
iedL
inguis
ti
csR e
sea
rchJournal(ALR
J);AnnualRev
iewofAppliedLingu
ist
ics
(ARAL
);Re
vis
taBra
si
lei
radeLingu
ís
ti
caAp l
icada(RBLA)
;Traba
lhosemLinguí
sti
caAp l
icada
(TLA
)
;CaminhosemLingu
íst
icaAp
l
icada(CLA)and Hor
izont
esemLingu
ís
ticaApl
icada(HLA)
.
Amongthein te rnat
ionaljournals
,w ehadtoe xcludetheAnnua lR e
viewo fApp lied
L
inguist
icsbecau seithasas ingleissuepe ryear
, whichisdiferentfromtheo ther
journa
ls.Tokeepab a
lanc ebetweenthenumbe rofnat
ionalandinternat
ion a
l journal
s,
wen a
rrow eddownth eselect
iontoth e mostconsol
idatedjourna
ls
,u s
ingth ey e
aro f
thefrstpubl
icat
ion ,whi
ch ledustoex c
ludethepub l
ica
tionsofCaminhosemL inguíst
ica
Ap
licada andAppliedL
inguist
icsResea
rchJournal.Ourcorpusisfo
rmedb y1,727a rti
cles
pub
lishedinthreeinte
rnationa
ljourna
l s(A
L,InJAL
,andIRA L
)andthreeBraz
il
i anjourn a
ls
(RBLA,TLA,andH LA
).
Theanaly
sisoftheselectedjou
rnalsbeg anwiththeexaminat
ionoftheedito
ria
lpol
icy
oranyl
istofpub l
ica
tiontopicsprovidedb ythejourna
ls
.Asw ew er
e int
eres
tedinthe
publ
icat
ionso fthep as
tt enyea
rs,w es e
lectedtheart
icle
spub l
ishedb etween2011
andO c
tob e
r2021 ,wh enw econcludedth eanalys
is
.Foreachjourna
l,w eexc
ludedal
l
publ
ica
tionsth a
tw e
r enotart
ic
les(e.g.
,int
rodu c
tion
,forward
,af
terwo rd
,bookrev
iew,
debate
,inte
rview,tr
ibu te
,art
ic
ler esponses)
.Boththeoret
ica
landemp i
rica
lresea
rch
ar
tic
lesw e
rekep t
.
Hav
ings e
lectedth eart
ic
les
,w ecreatedas eto fcategorie
sino rdertosumm a
rizethe
top
i cstrandspub l
ishedbye achjournal
.B asedonou rrev
iewo ftopicstrandsfortheA L
as
so c
iations(sect
ion3 )
,w epropo seda m an ageableli
stoftopicstrandstobeu sedto
ana
l yzeth ea
rticle
spub l
ishedb yth esele
ct edjourn a
ls
.C rea
tingsu cha l
istisalwaysa
d
if cul
te x
erc
is eandane xper
i encedr e
ad e
rw i
llcerta
inlyhavec r
it
icismandcon cerns
.
Wepilo
t edth einst
rum entwithth e2011 issu e
so fth eR e
vis
taB ras
ile
irad eLingu
íst
ica
Ap
licada and,a ft
ersomead ap ta
tions
,de c
idedonthefo llowingc a
tegoriesforanalys
is
:
1
. D
iscou
rseAna
lysi
s(m a
yal
soin
cludeCon
ver
sat
ionAn
aly
sis
,In
ter
act
ion
,Pr
agm
ati
cs
andConve
rsa
tionStud
ies
)
;
2
. B
i
lingu
al
ism
(ma
yal
soin
clude
Imme
rs
ion
,He
ri
tageandM
ino
ri
tyEdu
cat
ion
)
;
3
. LanguagePoli
cy(ma ya
lsoinc
lude Dive
rsi
ty,Equity
,In
clu
sion
,An
ti
rac
ism
,
Deco
lon
iza
tionStud
ies
,So
cio
l
ingu
ist
ics
;Engl
ishasaLinguaF
ran
ca)
;
4
. LanguageLearn
ing(mayalsoin
cludeIndi
vidu
alD
ife
ren
ces
,Le
arne
r’
sIden
ti
ty;
L
e a
rningSt
rat
egies
,Se
lf
-as
sessmentstud
ies
);
5
. Langu
ageCognit
ion(ma
yal
soin
cludeB
rainRe
sea
rch
,Neu
rol
ingu
is
tic
s,A
cqu
is
it
ion
,
andAt
tri
tionS
tudie
s)
;
6
. Re
ading
,Wr
it
ingandL
ite
rac
y;
Wha
Ro
tc
s
an
oun
eS
t
i
l
sa
ve
i
sApp
r
a
l
i
|Ub
edL
i
ra
ingu
t
ãKi
i
c
st
i
khö
c
s
f
:A
e
lA
r
e
l
v
v
i
ewo
e
s
fpub
l
ica
t
ion
sinc
onso
l
ida
tedApp
l
iedL
ingu
is
ti
cs.
.
.
|1
48
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
7
. Addi
tiona
lLangu
ageTea
ching
(m aya
lso
includeLanguageandTe
chno
logy
,Spe
cif
c
Purpose
sandSpecif
cNeedsStud
ies
,PedagogicResou
rces
,Asse
ssmen
t)
;
8
. T
eacherEdu
cat
ion(ma
yal
soin
cludeBe
l
ief
sand
Iden
ti
tyS
tud
ies
,Au
tonom
y,Se
lf
-
A
sses
smentStud
ies
)
;
9
. Tex
tAnal
ysi
s,Lex
icog
raphy
,andTrans
lat
ion(maya
lsoin
cludeWri
ttenD
iscou
rse
,
Gen
reandMult
imod a
l
ityS
tudie
s,Voc
abula
ryandLe
xic
alStud
ies
)
;
10
. Theo
ret
ica
landMe
thodo
log
ica
lDi
scu
ssion
sonA
L.
Tocategor
izethea rt
icles
,eacho fthere searche r
ss t
artedb ye xam in
ingthetit
le,the
abst
ractandtheke ywords
.Some time sthiswasno tsuf cienttode cideonthec a
tegory
thatwouldbe s
tapp lytothea rt
i c
les,espe c
iallybe causev eryoftenthereisastrong
inte
rfacebetweentwoo rth
reeo fthec ategoriesweu sed
.Fo re xample
,ana rti
cleon
Engl
ishasaL ingu aFrancacouldh aveap r
im aryfocu sonL angu agePoli
cy,Addit
ion a
l
LanguageTe achingo revenTeache rEdu cat
ion. Whenthet itle,abstra
ctandke ywords
wereinsufcientfo ru sto makeade cis
ion,w er eadotherp ar
tso ftheartic
lesand
a
lsov er
ifedi ftheyw erepa
rto fathem at
icissuetohe lpu sde cide
.E venso,some
ar
tic
lesprovedd if culttoft
in toas inglec a
tego ry
.W em arkeda l
linconclus
ivec a
ses
andcondu c
tedase condroundo fan a
l y
sistode cideonas inglecategoryfortheart
ic
les
upondiscuss
ingthem .
Inthefo llowingsect
ion,w epresenttheresu
lts
,beginningwithadis
cu s
sionabouthow
eachjou rna
ldefne s(ornot)App
liedL ingu
is
tic
sandthetopicstr
andsthatshou
ldappear
intheirpub l
icat
ions
.Ne xt
,w epresentthec
lass
ifca
tionoftheart
ic
lesaccord
ingtothet
en
categoriesw eadopted,disp
lay
ingther esu
lts
foreachjourna
landthenforeachcatego
ry
ac
ro ssthey ears2011-2021.
5
.Re
sul
ts–App
l
iedL
ingu
is
ti
csincon
sol
ida
ted
jou
rna
ls
Theedi
to ri
alpo l
ic
iesoftheselected
journ a
lswereexaminedtog a
therinformat
ionabou t
wha
te acho fthemcon s
iderstober e
lev
an ttop
icst
randsforAppl
iedLinguist
ics
.Although
mos
tjou rnalsp r
esentnoe xpli
citdefn
itionsforAppl
iedL ingu
istic
s,theirexplana
tion
aboutthes copeofthejournalgenera
llysuggestshowe acheditor
ialteamr egard
sthe
fe
ld.Fur thermo re
,fourjournalsdisp
lay edal
istoftopicstr
and sthatarerelevantfor
pub
licat
ion,wh i
chalsohelpedu sunderstandhowtheycon ceiv
eo fAppliedLingui
stic
s.
Tab
le3p re
sentsinformat
ionabouttheselectedjournals
.ThefrstthreearetheBraz
il
ian
journa
ls
,presentedinchrono
logic
alorde
r (y
e a
rofcreation
),fo
l
low edb ytheint
ernat
iona
l
journa
ls
.Fore achofthemw ep rov
ideke ywordsfound inthe
ireditori
alpoli
cyandth a
t
rel
atetoavi ewo fAppliedL
inguist
ics
,a sw e
llasa l
istoftopicstrandsifitw a
sm ade
ava
ilab
lebythe journa
l.Asexpla
inedinthe int
rodu c
tiontothischapter
,threeviewsof
Appl
iedLinguis
ticsseemtop redominateinth efe
ld(D EBOT,2015):conn e
ctionwith
Wha
Ro
tc
s
an
oun
eS
t
i
l
sa
ve
i
sApp
r
a
l
i
|Ub
edL
i
ra
ingu
t
ãKi
i
c
st
i
khö
c
s
f
:A
e
lA
r
e
l
v
v
i
ewo
e
s
fpub
l
ica
t
ion
sinc
onso
l
ida
tedApp
l
iedL
ingu
is
ti
cs.
.
.
|1
49
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
rea
lworldprob
lem s
;connect
ionwithsecondlanguageacqu
is
itionemp
ir
ica
lstud
ies
;
conne
ctionwi
thlanguage
issues
,ex
c ep
tfortheor
eti
cal
lingu
is
tic
s.
T
able3–O
verv
iewo
fed
ito
ria
lpo
l
icyo
fthese
lec
ted
jou
rna
ls
.
TBLA–Tr
aba
lhosem Ke
yword
sdefn
ingpol
icy
:
L
inguí
st
icaAp
li
cada Soc
ia
landpol
it
ica
lis
sues
;con
tempo
rar
ydeb
ate
s
ht
tps
:/
/per
iod
icos
.sbu
. Top
icst
rands
:
un
icamp.b
r/o
js
/index
.php
/t
la Inte
rcul
tura
l
ityandiden t
it
ies
;langu ageeducat
ion
;techno
log
ies
andsocia
lnetwor
ks;trans
lat
ion; mul
timodal
it
iesandint
ermed
ia;
Cr
eat
ion
:1983 languageideo
log
ies;l
inguist
ican th
ropology
;languagepo
lic
ies
;
g
lobal
izat
ionand mobi
l
i t
y;di
scourseandinequal
ity
.
RBLA–Rev
is
taBra
si
le
irade Ke
ywo rd
sde
fningpo
lic
y:
L
inguí
st
icaAp
li
cada D
iver
sephenomen a
;langu
agep
rob
lem
s;r
eall
ife
;langu
ageu
se;
lea
rning
.
h
ttp
:/
/per
iod
icos
.le
tra
s.u
fmg
.
b
r/
index
.php/
rbl
a Top
icst
rands
:
Not
lis
ted.
C
rea
tion
:2001
H
LA–Ho r
izon
tesde Ke
ywo rdsd
efn
ingpol
icy
:
L
ingu
ís
tic
aAplic
ada Fo
reign,se
condandaddi
tion
all
angu
aget
each
ingand
lea
rning
.
ht
tps
:/
/per
iod
icos
.unb
.br
/ Topics t
rands:
inde
x.php
/ho
rizon
tes
la Acqui s
itiono fL2andF L;langu aget eache rtr a
ining;train
ingo f
langu agele a
rners;cul
tureandl angu aget each
ingandle arning
;
C
rea
tion
:2002 an a
lysiso fapp roache
sands ki
ll
s;t each
ingPo rtugue sea sL2and
FL;lingu is
tictheo r
iesandl angu aget ea ching;cou rsep lanning;
produ ctionande va
luat
ion o ft eaching m ater
ials
; ped agogical
d
i ct
ion arie
sandthe iruse;l angu agea ssessmen tandt eaching;
l
it e
r ature andl anguage t eaching;t ea ching o f w ri
ting and
spe aking;spee chinlangu aget eachingandle arning
;t ransla
tion
teach ing;transla
tioninlangu aget eachingandle arning
;app lied
term inology/ lex
icography
; langu age-med iatedso c
ia
lr e
l a
tionsat
schoo l.
IRAL–Inte
rna
tiona
l K
eyword
sdefn
ingpol
icy
:
Rev
iewofAppl
ied D
ive
rse p
rob
lems
;f rs
tandsecondl
angu
agea
cqu
is
it
ion
;sign
L
inguis
tic
sinLanguage l
anguageandges
tura
lsys
tem
s.
Tea
ching Topi
cst
rands:
Natu
ral
ist
ic andin s
truct
edl anguagele arning
,languageloss
,
ht
tps:
//www.degruy
ter
.com
/
b
il
ingu a
l
ism,l anguagecon tac
t,pidginsandc reo
les
,l angu
age
journa
l/ke
y/i
ral
/html
for spec
ifc pu rpose
s,l anguage technology
, mother-
tongue
educat
ion,t
erm ino
logyandt r
ansla
tion
.
C
rea
tion
:1963
A
L–APP
LIEDL
INGU
IST
ICS Ke
yword
sdefn
ingpo
li
cy:
Rea
lwor
ldl
anguage
issues
;conne
ctionw
itho
the
rar
eas
.
ht
tps
://
academ
ic
.oup
.com
/
appl
i
j/ Top
icst
rands
:
Not
lis
ted.
C
rea
tion
:1980
Wha
Ro
tc
s
an
oun
eS
t
i
l
sa
ve
i
sApp
r
a
l
i
|Ub
edL
i
ra
ingu
t
ãKi
i
c
st
i
khö
c
s
f
:A
e
lA
r
e
l
v
v
i
ewo
e
s
fpub
l
ica
t
ion
sinc
onso
l
ida
tedApp
l
iedL
ingu
is
ti
cs.
.
.
|1
50
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
InJAL–Interna
tiona
lJourna
l Ke
ywordsdefningpoli
cy:
ofAppl
iedLinguist
ics L
ingui
sti
csb ro adl
y defned;e xper
ienceo fl anguage
; local
is
suesoflangu ageuseandlea
rning
;l anguage wo
rkandef ects
;
ht
tps
://onl
inel
ibra
ry.wi
ley
. in
terven
tion
;r ea
lwo r
ldprob
lems
,p r
actica
lappl
icat
ion
;confi
cting
com/
jou rna
l/14734192 pe
rspect
ives
.
C
rea
tion
:1991 Top
icst
rand s:
Languageu seandle arn
inginso c
iety
:l angu agepo l
icy
,a sthe
inte
rplayo fpol
ic y
-m ak
ingandp ract
ice
;l angu ageinprofe
ssions
asthe m a
indom a
inso fadu l
tso c
ial
iza
tion;l anguageinpub lic
d
iscour
seand med ia,thelinkbe tweena l
lo the rdom a
insinan
incr
easinglyglobal
izedandspe cia
li
zedwo rld;trans
lat
ingbetw een
languagesandr eg
iste
r s
,a sthedefaul
t modeo fcommun i
c a
tion
ina mu l
ti
lingualandhe teroglos
swo rk
-de videdso c
iet
y,swearing
andtaboo language.
Sou
rce
:Au
tho
rs
,2021
Table3show sth atnon eofth eBrazil

ian jou rn a
lsisalign edw ithth esecondv i ewo f
Appl
iedL ingu ist
i csdiscussedinDeBo t(2015 ).TB LAseem s mo rea l
ignedw iththef rs
t
v
iew,emph as
izingthe impo rtanceofstudiesth atadd resssocia
landpo lit
icalissues,wh i
ch
isconf rmed inthe lis
toftop icst
rand swhe rewo rdssu cha s“cul
tu re”
,“socia
l”,“
ideo logy”
,
“pol
i cy
”,fore xamp le,arehighlighted.Con versel y
,RB LAseem sto me mo realignedw ith
thethirdv iewo fApp l
iedLingu i
st
ics,bringingneu tralwo rdsinitss copesu cha s“ d
iverse
problem s”and “langu agep roblems”
.The irpolic y mentionsthee xpr e
ssion“r eal
li
f e”
,bu t
notop i
cs trandis l
isted,thusindicat
ingan inten t
iono fkeep ingab roadv iewo fApp l
ied
L
ingu is
tics.Fin a
l
l y
,H LAs eemstob epartial
lya lignedw i
thth es econdv iewo fApp l
ied
L
ingu is
tics.Boththeed itoria
lpolicyandthe l
i stoftopicstrand sre vealaclear interes
tin
topicsrelatedtose cond/fore
ign/addit
ion allangu aget eachingand learning.Wh a
tm akes
this
jou rnallessalignedw i
ththese condv iewo fApp liedLingu ist
icsisthe factth a
t i
tdoe s
notplac eanemph as
isonemp ir
ica
ls tudies,a sitseem stobe mo recon cernedw iththe
appl
i ca
tiono fr esultstothecon textoflangu aget eachingand learning,inth ato rder
.
Turn
ingtothe internat
ion al journals
,IRA Lseem stobec loselyrela
tedtothese condv iew
ofAppliedL inguisti
c sdis cu ssedb ydeBo t(2015 )
,h ighlightingf rst,secondands ign
languagea cquisi
tions tud iesa si
tsm a
int arget.Th i
sisconf rmed insomeo fthetop i c
s
l
istedb ythe journ a
l
,wh ichh ighl
igh t
langu agea cquisit
ion,andb ilingu a
lism .Howe ver
,
IRALp resentssomeun iquetop icswhencomp a
redtoo therjourn als
,sugge stingth a
t
itw e
lcome slangu ages tud iesrelatedto langu age ingene ra
l(langu agefo rspe c
ifc
purposes,techno logy,tran slation)ande venf rst
l angu ageedu ca
tion .Con versely
,the
ALjourn a
lseem stofollowtheth irdviewo fApp l
iedL inguist
ics,usingb roadte rmsto
s
ign a
lth atita cceptsstud ie sth a
tadd r essr ea
lwo r
ld langu age i
s suesandth atrelate
toothe rareas.Conf rm ing itsadhe ren cetoab roade rviewo fthefe ld,A Lp ro v
idesno
l
istoftop icstrand s
.Fin al
l y,InJALseem sclo se
rtothef rstviewo fApp l
iedL inguist
i c
s
becauseitemb racesab ro addefn itiono fLingu i
sticsandemph a
si zestheconne c
tion
w
ithre a
lwo r
ldandp racticalapp licat
ion,e xpressingap referencefo rstud iesde a
ling
w
ithlangu ageu se,langu age learningand interv ent
ion .InJA Lpre sentsa long l
istof
Wha
Ro
tc
s
an
oun
eS
t
i
l
sa
ve
i
sApp
r
a
l
i
|Ub
edL
i
ra
ingu
t
ãKi
i
c
st
i
khö
c
s
f
:A
e
lA
r
e
l
v
v
i
ewo
e
s
fpub
l
ica
t
ion
sinc
onso
l
ida
tedApp
l
iedL
ingu
is
ti
cs.
.
.
|1
51
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
top
icst
randstha
tinc
ludefrs
t,second
,and mu
lt
il
ingu
als
tud
ies
,wi
themph
asi
son
po
li
cy,d
iscou
rse
,andsoc
iol
ingui
st
ics
.
InTab
le4,w ep
resentanoverv
iewo fthed
ist
ribut
ionofthea
rti
clespub
li
shedinboththe
Br
azi
li
anandinte
rn a
tiona
ljourna
lsinthel
asttenyea
rs
,con s
ider
ingthe10topi
cst
r ands
se
lectedfo
ranalys
is
.Thenumbe rsth a
tappe a
rinth
isandthefollow
ingtable
sexp re
ss
per
centage
s(%)
.
T
able4–T
opi
cst
rand
sfo
rBr
azi
l
ianand
int
ern
ation
aljou
rna
ls(%
)
T
opi
cSt
ran
ds T
BLA R
BLA H
LA T
ota
l I
RAL A
L I
nJA
L T
ota
l
(N=
418
) (N=
405
) (N=
156
) (N=
979
) (N=
17) (N=
0 344
) (N=
234
) (N=
748
)
1
.D
is
cou
rs
eAn
al
ys
is 2
.1
5 6
.1
7 1
.9
2 3
.78 4
.7
1 1
7.
44 1
2.
39 12
.97
2
.B
il
in
gua
l
ism 0
.7
2 1
.4
8 1
.2
8 1
.12 1
.7
7 5
.8
1 4
.2
7 4
.41
3
.La
ngu
ageP
ol
ic
y 1
7.
23 1
0.
86 3
.8
5 12
.46 0
.5
9 6
.6
9 1
1.
11 6
.69
4
.La
ngu
ageL
ea
rn
in
g 2
.6
3 3
.4
6 1
1.
54 4
.39 8
.2
4 6
.9
8 1
2.
39 8
.96
5
.La
ngu
ageC
ogn
i
tio
n 3
.8
3 5
.9
3 4
.4
9 4
.80 7
1.
18 3
1.
11 2
3.
08 37
.70
6
.Re
ad
in
g,W
r
it
in
g,L
i
ter
acy 8
.3
7 1
1.
11 9
.6
2 9
.70 1
.1
8 1
.4
5 0
.8
6 1
.20
7
.Ad
di
ti
ona
lLa
ngu
age 1
0.
77 1
2.
35 2
9.
49 14
.40 8
.2
4 9
.0
1 1
1.
11 9
.49
T
ea
ch
ing
8
.T
ea
che
rEd
uca
t
ion 5
.5
0 1
8.
02 2
1.
80 13
.28 1
.1
8 2
.3
3 1
0.
68 4
.68
9
.T
ex
tAna
ly
si
s
,Le
xi
cog
rap
hy 4
5.
46 2
8.
15 1
4.
10 33
.30 2
.9
4 1
3.
37 1
4.
10 11
.23
a
ndT
ra
ns
la
ti
on
1
0.T
heo
re
ti
ca
lan
d 3
.3
5 2
.4
7 1
.9
2 2
.76 0 5
.8
1 0 2
.67
M
eth
odo
lo
gi
ca
lDi
sc
us
si
ons
o
nAL
Sou
rce
:Au
tho
rs
,2021
Consideringthepe r
iodbe tw eenJanu ar
y2011andO ctobe r2021,w ec anseethatalarger
numbe rofresearchar
ticlesw aspub l
ished intheB raz
ilianjou rnal
s (979art
icle
s)than in
the internat
ion alones(748a rt
icles)
.W ithr ega
rdtoth eB ra z
i
lianjou rna
ls
,thethr eeof
themshowa rt
iclespubl
ished inthe10top i cst
rand s
.Itshou ldbeno t
icedthats
ixstrands
(1
,2 ,4,5 ,6and10 )showpub l
icationratesbelow10% ,wh ilethreestrands(3
,7and8 )
presentpub li
cationra
t esbe tween10and15% .Ath irdo fa l
lthea rtic
lesw a
spub l
ished
inT opicS t
rand9( “Textan aly
sis
,l ex
icograph yandt ranslation”)
.A sthisst
randincludes
genr eand mu l
timod a
litystudies
,w econ s
iderthatthe senumbe rsr efectatendenc yin
theB razi
lianA Lscena
rioof inves
ting inw r
ittendi
s courses tudies
.The low e
stpubl
ic at
ion
rate(1.28% )wasfoundinT opicSt
r and2 (
“Bil
ingu a
l
ism ”)
,a sthistopicincludesmoreform a
l
accoun tsofbil
ingu a
lde ve
lopmen t.
Aswecompa
reeachoneo fthethr
eeBraz
il
ianjourn
als
,w eseethateacho
fthemt end
sto
showsomewha
tdiferentpubli
cat
ionprof
les
.Trabalho
semL inguí
st
icaApl
icadaseemsto
fo
llowtheo
ver
al
lp a
ttern
,bu tshowslowerr
a t
esofpublica
tioninthest
randof“Tea
cher
Wha
Ro
tc
s
an
oun
eS
t
i
l
sa
ve
i
sApp
r
a
l
i
|Ub
edL
i
ra
ingu
t
ãKi
i
c
st
i
khö
c
s
f
:A
e
lA
r
e
l
v
v
i
ewo
e
s
fpub
l
ica
t
ion
sinc
onso
l
ida
tedApp
l
iedL
ingu
is
ti
cs.
.
.
|1
52
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
Edu c
a t
ion”(5.50% )ands lightlyhigh erratesin“ Langu ag ePolic y”(St
r and3–17% ).It i
s
worthmen tioningth atS t
rand9 (
“T extAn a
lysis
,L exicograph yandT ransl at
ion”)presen ts
apub lica
tionr ateof45 .46% ,whi chcon tr
ibu t
estoth e mu ch larg e
rr atesfoundfo rth i
s
st
rand intheo ve
ral
lnumbe r s
.A sforRevis
taB ra
si
l e
irad eLinguíst
i caAplicada,S t
rand9a lso
show sthehighe stpub l
icat
ionr ates(28.15%),butd iferentp atte
rn sfromtheo vera
l
lr esults
maybe found inS t
rand s6and8 :Thepub l
icat
ionr at e
sfor “Reading ,Writ
ingandL i
tera cy”
areabo ve10% ,while18.02%o fallthep apersar er e
latedto “Te acherEdu cat
ion ”
.
Intu rn,
Hor
izon te
sd eLinguí
sticaAplicadaseem stoe xh
ibitad if e
r entprof le
,as itp re
sentsa larger
numbe rofp apersr e
latedto“Add it
ion a
lL angu ageT each ing”(T opicStr and7–29 .49% )
and“T eacherEdu ca t
ion”(TopicS trand8–21 .80% ).Comp a
ringth isjou rn a
ltotheo ther
two,a largernumbe rofpub l
icat
ion son “Langu ageL earning”(T opicStr and4–1 .54% ) i
s
a
lsono t
iceable.Ontheo therh and,a mu ch low err a
tefo r“Te xtAn alysis,Le x
icograph y
andTr ans
lation”(TopicStrand9 )isfound inthisjou rna
l,reinforcing i
tsfo cu sonT ea
ch ing/
Learningissue s
.Allinall,thisan a
l y
sishighlightsthed if erented itori
alpo l
iciesandfo c
i
ofeach journal,re
inforcingthe mu l
ti
f ace
tedch aracterofthefe ld.
Asfo rth eintern a

tion aljou rn a
ls,con s
iderablydif erentpubl
icationtrend sarefound .
F
irstly,art
iclesonthet enthtop i cstrand(Theo re
ti ca
landMe thodo logica
lD i
scussionon
AL)
,wh ichisrelatedtod iscu ssionsonp roperdefn it
ionsandme thodo logi
calappro aches
fo cusingonth ere searchf eldo fA L i
tsel
f,w ason lyfoundinon lyon eo fthejou rnal
s
(AppliedLinguist
ics).A sw econ sidertheo ve
rallnumbe r
srega
rdingtheth reejourn a
ls,we
noticeth atse veno fthet entop i cst
r ands(2,3,4,6 ,7
,8and10 )showpub l
icat
ionr ates
below10% ,wh ileon lytwo (1and9 )showpub l
icationrate
sbetw een10and15% .Un l
ike
wh atw asfound intheB razil
i anjou rnals
,mo reth anath i
rdofal
lthea rtic
lespubl
i shedin
theth reejou rnals(37.70% )w erer e
latedtoL angu ageCognit
ion/Acqui s
it
ion(TopicStrand
5)
,h ighlightingad iferen ceinpub licat
iontr endsamong jou
rn a
ls.
Theo veral
lnumbe r
sp r esen tedabo v ebe comec le ar erifw econ side re achoneo f
theth ree inte
rn a
tion al jou rn a
lsan a
ly zed.A sw econ sid e
rth eIn terna t
iona lR e v
iewo f
App
liedL inguis
ti
csJou rn a
l,w enoticeth at71.18%o fa llitsa rt
iclescon c ernT opicS t
r and
5(“Langu ag eCogn it
ion /Acqu i
si
tion”)
,andnoo th erstr andp r
e sentspub li
cationr at es
h
ighe rth an10% ,wh icha ccoun t
sfortheh igho ve
r a
llpub licat
ionr at e
scon cern ingth is
topic
.A sm ent
ion ed inth ep rev
iousse ction,IRA Lisc lo selyrelatedtoth esecondv i ew
ofApp l
iedL inguist
icsd is cus sedb ydeBo t(2015 )
,a sith igh lightsfrst,se condands ign
langu ag eacquisit
ions tud ie sasitsm aint arg e
t.A sfo rth eo th e
rtwo jou rnals,Applied
L
inguist
i cstendsto followtheo ve
ral
lp attern,show ing “ Langu ageCogn ition/A cqu i
si
tion”
(TopicS trand5–31 .11% )and “DiscourseAn alys
is”(T opicS trand1–17 .44% )a sitsm ain
publ
icationtopics
.A sfo rtheIn t
ernat
iona lJournalofApp l
i edLinguist
ics,thoughp resenting
alow erpub lic
ationr at e(23 .08% )incomp arisontoth eo th e
rtwo jou rn a
ls
,L angu ag e
Cognit
ion /Acquisi
tion iss t
illthe mo stpub l
ishedtop ic
.Duetoth islow err ate
,w efnda
bet
terd istr
ibut
iono fpub l
i cationsindif e
ren ttopics,w ithT opi
cS trand s3 ,4,7,8and9
showingpub li
cationr at esabo ve10% .
Wha
Ro
tc
s
an
oun
eS
t
i
l
sa
ve
i
sApp
r
a
l
i
|Ub
edL
i
ra
ingu
t
ãKi
i
c
st
i
khö
c
s
f
:A
e
lA
r
e
l
v
v
i
ewo
e
s
fpub
l
ica
t
ion
sinc
onso
l
ida
tedApp
l
iedL
ingu
is
ti
cs.
.
.
|1
53
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
Hav
ingcon s
ideredthed atainT able4,w eseeth a
tint erna
tiona
landB raz
il
ianjou
rnalstend
tofavo
rdif e
rentresearchtopi cs
.Wh ileBraz
il
ian jou rna
lstendtofavorar
tic
lesconc e
rning
“LanguagePoli
c y
”
,“AdditionalL anguageT eaching”
, “TeacherEduca
tion”and“Tex
tan al
ysis
,
lex
icographyandt rans
l a
tion”
,in ternat
ionaljournal sfa
vorp ape
rscon ce
rning“Di
s course
/
Conver
sationAn a
lysis
”and “L angu ageA cquis
ition/Cogn it
ion”
.On ceagain
,w ereinforce
thee x
is
ten ceofm anysubf elds intheA Ls cenario,wh ichal
lowsfordif e
rentresearch
goal
sandtheme s
.
Inanexplor
atoryfash
ion,weal
sode c
idedtoorgani
zeboththeBr
azi
li
anand int
erna
tion
al
publ
ica
tionrat
esa cco
rdingtothe
iryearofpubl
icat
ion
.T ab
le5bringsthetota
lnumber
ofar
tic
lespubl
ish edbytheBrazi
l
ianjournal
sp eryea
r
,andF igu
r e1show stheannua
l
rat
esofpublica
tionintheBraz
il
ianjourna
lsf
rom2011to2021 .
T
able5–Numbe
rofa
rt
ic
lespub
l
ished
inB
raz
i
lian
jou
rna
lspe
rye
ar
Y
ear 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021
A
rti
cle
s 78 77 80 77 76 74 83 110 106 137 81
Sou
rce
:Au
tho
rs
,2021
Tab
le5showsacle
arincr
easeinthenumberofpubl
ishedart
ic
lesfrom2018on,showing
mor
ethanonehundredpubl
icat
ionseachyea
r
.A sfortheyea
rof2021,wehigh
lightonce
aga
inthatwecons
ideredart
ic
lespubli
shedf
romJ anuarytoOctober
,which meansth
at
thejou
rnal
sst
i
llneedtopublishatle
astone mo
reissue
.
There sultsshow ingthepe rcent ageo fa rt

iclesfore achtop ics tr
anda crosstheye a
rs
intheB razi
lianjournalsisd ispla yedinF igu re1.Thepub l
i cationr atesine acho fthe
topicstrand salsovarye achye ar,asth isnumbe r
i salsodependen tonthepub lica
tion
ofspe cialissue sonaspe c
if ctop i c
.Ove ral
l,f vetop ics tr and s(1,2,4 ,5and10 )
seemtoe xhibitalowands tab lepub l
ic a
tionp attern,wh i chdoe sno te xceed12%
oftheto t a
lnumbe rofpub lication se achy e ar
.Top icS t
r and7( “AdditionalL angu age
Teaching”)tend stopresentas tab lepub lica
tionr ateth atv ariesfrom10to20% ,withan
exception a
llowe rrateof7.30% in2020 .Topi cStrand8 (
“T eache rEdu c a
tion”)presents
ano s
cill
atingp atte
rn,rangingf rom8 .49% in2019to22 .5% in2013 .O s c
il
lat
ion sarealso
found in “Reading,W r
it
ingandL ite
r acy”(Top icStrand6 ),r ang ingf rom3 .62%o fallthe
publ
ic at
ion sin2017to19 .18% in2013 .Final
l y
,stud ieson “T extAn alysis
,Lexicograph y
andTr anslat
ion”showtheh ighe strangeo fvariabi
lity,goingf roma m inimumo f18.18%
(2013)toa m ax
imumr ateo f47.45% (2020 )
.Mo reo ver
,itis impo rtantto men t
ionth a
ta
l
ine a
r increase/decreaseinpub l
i cat
ionr atesth roughou ttheye arsh asnotbeenfound
inan yo fthetentop icstrand s
.
Wha
Ro
tc
s
an
oun
eS
t
i
l
sa
ve
i
sApp
r
a
l
i
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e
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ida
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ingu
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cs.
.
.
|1
54
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
F
igu
re1–T
opi
cst
rand
sofa
rt
ic
lespub
l
ished
intheB
raz
i
lian
jou
rna
ls(2011
-2021
)
B=B
raz
il
ianjourna
l
C=Ca
tegor
yo ftop
ics
trand
s(e
.g
.,C1=D
iscou
rseAn
aly
sis
)
Sou
rce
:Au
tho
rs
,2021
Tab
le6b r
ingsthetot
alnumberofar
tic
lespub
lishedb ythein
t e
rnationa
ljourna
lsper
yea
r,andF
igure2showstheannua
lra
tesofpub
l
ic a
tioninthe
internat
iona
ljourna
lsf
rom
2011to2021
.Table6showstha
tthenumberofpub l
ishedar
tic
lesalsovar
ieseachyea
r
,
w
iththeyear
sof2017and2020reach
ingpeakva
lue s(87and89,respect
ive
ly)
.
T
able6–Numbe
rofa
rt
ic
lespub
l
ished
inin
tern
ation
aljou
rna
lspe
rye
ar
Y
ear 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021
A
rti
cle
s 53 53 63 53 63 71 87 76 78 89 62
Sou
rce
:Au
tho
rs
,2021
F
igu re2show stha t
,ag ain
,a l
ine ar
in crease/decreaseinpub l
icat
ionr atesthroughou tthe
yearsh a
sno tbeenfound inan yofthet entop i
cstrand s
.O v e
ral
l,threetopi cstrand s(6,
8and10 )exhibitlowpub lica
tionr atesthroughou tthey ear
s,withno m a
joro sci
ll a
tions.
Fourtopics
trands (2,3,4and7 )show lowr ates
,butp resentape akrateinonespe cifcy ear
(2013,2020,2013and2021 ,respect
i ve
ly).M a
joro s
cil
lationsarefound inTopicS t
r and s1,9
and5 .Publ
icat
ion sinT opicSt
r and1 “Discourse/Con v
ers a
tionAn a
l y
sis”
)range from3 .45%
(2017)to20.76% (2012 ).Therat eofpub l
i c
ationscon cerning“TextAn al
ysis
,L exicogr aphy
andT ran
sla
tion”(T opicStrand9 )var
ie sbetw een4.84% (2021)and17 .45% (2013).Intu rn,
studieson“Langu ageCogn it
ion /Acquis
ition”(TopicStrand5 )showtheg reatestr angeo f
var
iationthroughou tthey ea
rs,going from30 .16% (
in2013and2015 )to49 .06% (2014).
Wha
Ro
tc
s
an
oun
eS
t
i
l
sa
ve
i
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a
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i
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is
ti
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.
.
|1
55
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
F
igu
re2–T
opi
cst
rand
sofa
rt
ic
lespub
l
ished
inthe
int
ern
ation
aljou
rna
ls(2011
-2021
)
I=In
terna
tiona
ljourn
al
C=Catego
ryoftopi
cstrand
s(e
.g
.,C1=D
iscou
rseAn
aly
sis
)
Sou
rce
:Au
tho
rs
,2021
Summ ingup ,ther esult

sh ighlightedinth isse c
tionshowth atthea reao fApp lied
L
inguisti
csisch a
racte
rizedb yag reatvar
ie t
yo fresear
chtheme sand in
terests
,asthi si
s
refectedintheB ra
zi
lian/
in te
rnationalassociat
ionsandpub l
ica
tionsinthefe ld
.W esee
thi
sv a
rietyofthemesa sapo s
it
iv et
r a
it
inthefe ld,asth
isal
lowsforag rea
tere x
changeo f
ideasand fo
rd is
cuss
ion sthatsee language incontext
,connect
ingd iferentsubfeld sof
knowledge.Thisa
lsorefectstheinterd
isc
iplinarys
tatusofAppl
iedLinguis
ti
c s
,highl
ighting
it
simpo rtanceasafe ldtobo th l
inguis
ts
,edu ca
to r
s,andrese
archersingene ra
l.
6
.Fin
alcon
sid
era
tion
s
Inthisp aper
,w eh aved
iscussedthedom a
inoftheApp l
iedLinguis
tic
sfeldno tonly in
theB r
a z
i
liansc enario
,butalsoinaninternat
ionalcontext
.Byanalyz
ingit
smo stcommon
researchdom ainsinthelas
tt enyears
,w enot
icedth a
tApp l
iedLingui
st
i c
sisagrow ing
fe
ldo fknow ledg e
,sincenewr esearchqu est
ion sa
rein c
ludeda snewso ci
alis
sues in
societyarise(L E
I;LIU,2019).Asou ran a
l y
sisoftheA La s
soci
ationsand journa
lsh a s
shown ,thef eldo fAppliedLingui
sticsd emand saninterd
isc
ipl
inaryresear
chag end a,
congreg at
ingr e
se ar
cher
sfromd if erentsubfeldsoflingui
st
ics
,a sw e
llasfromo th er
fe
ld sofknow ledge .
Thela
rgevar
ietyofrese
archtop
icsadd
ressedinthela
sttenyea
rsbothinBra
zi
lianandin
int
ernat
iona
ljourna
lsh a
sconfrmedourc
l a
im infa
vorofaninc
lus
ivefeld
.Thi
sr e
info
rce
s
theneedofagreate
rinte
ract
ionwi
thala
rgev a
rie
tyofresea
rchfe
lds(c
f
.,SHUY
,2015),and
,
Wha
Ro
tc
s
an
oun
eS
t
i
l
sa
ve
i
sApp
r
a
l
i
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ãKi
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onso
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.
.
|1
56
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
inourview,emb ra
cesall
issuesconnec
tinglanguagetosoc
iety
.Throughoutthispaper
,
wehavea rguedtha
titisv
irtua
lly
impo s
sibletodefnethescopeofAppliedLingui
st
ics
w
ithouth av
ingacleardefni
tionof“
language”
,aswh a
teverv
iewoflangu ageasasoci
al
pro
cess(ino the
rwords,connectedtosocia
lrea
li
ty)shouldsufcetoft inanApp l
ied
domaino fstud
ies
.
Thiscla
imcon s
idered,i
tm ightbethec a seth a
tdefn ingwh atcoun tsa sAppliedLinguist
ics
orno tshou ldno tbeseena sthe m ainque st
iontobepu r suedb yresearchers.The
d
i scuss
iononwh a
tshouldf tund e
rth eumb r
el
l atermo f“App l
i edLinguist
ics”shou ld
notemb racewh ataspect
so flanguagea rebeingadd ressed,bu tratherhowthe sea spects
areview edinte rmsoftheirinter
a c
tionw i
tho therlinguist
icandso c
ia
ldom ains
.Ino ther
word s
,w eshou ldno taskwh etherform al(l
ikesyn tax
, mo rpho log yorphono log y)o r
b
io log
icalaspe ctsoflangu agear ep a
rto fApp l
iedL ingu ist
i cso rno t
;r a
ther,w eshou ld
d
i scusswhethe rtheseaspectsarebe ingr eg a
rdeda sp a
rto fl argerso c
ialphenomen a.W e
reinforc
eth atou rcla
imisina ccordanc ew ithaComp lex,D yn am icA ccountofL angu age
,
whichs eesallth elanguag ecompon entsa ssub system sth atinteractanda rep arto f
otherphenomen a,br
idgingtheg apinthed ichotom ybe tw eenwh atw asfrstreg a
rded
as“form a
l”or“so c
ial
”.
Ourcla
imfo rastr
ictconn e c
tionb etw eenth edom a
insofApp l
iedLingu i
st
icsandac lear
defnit
ionoflanguag ederivesfromth ef a
ctthatw eh a
vetod i
scov e
rwh a
tou robjectof
analys
isconsi
stsof
ino rd
e rtod eterm
in ethedom a
insofascience
.Ino therwords,on
l yby
havingacleardefnitiono flangu age( emb edd edinasocialenv
ironm en
t)shouldw eb e
abletod e
terminewh atftsintoth edom a
insofAppliedLingui
st
ics
.Con s
ider
ingth en ew
trendsbroughtupb ytheD ynam icT
u rn (c
f.
,D EBO T
,2015),whichh astakenapi vo
talrole
inth ewayw eface
l angu ageph enom en a,r
esearche
rsinthef e
ldm ightb esurpr
ised(and,
mostofal
l
,shouldb eg lad
)tos e
ehow in clus
ivethisfe
ldh asbecom einth e
lastfewye a
rs.
R
efe
ren
ces
AMORIM,M ar
celAl
varo
.Al inguíst
icaap
lic
adaeo sestudosbr
asi
le
iros
:(in
ter
-)
rela
çõesteó
rico
-
me
todológi
cas
. Revis
taB rasile
iradeL ingu
íst
ica Apli
cada,[S.
l.
]
,v.17,n.1 ,p.1-30
,2017.
D
ispon
í v
elem:http
:/
/dx.do
i.org/10
.1590
/1984
-6398201610816
.Acessoem:15no v
.2021
.
B
ECKN ER
,Cl
ayetal
.Language
isacomple
xad
apti
vesys
tem:Posi
tionp
aper
.LanguageLearning,
[
S.L
l]
,v.59,p.1-26
,2009.Dispon
íve
lem:ht
tp:
//d
x.do
i.o
rg/10
.1111
/j
.1467
-9922
.2009
.00533.
x.
A
cessoem:15nov.2021
.
BLOCK
,D a
vid
.Theso c
ialtu
rninse
condlanguagea
cqu
is
it
ion. W
ash
ing
ton
: Geo
rge
town
Un
iver
si
tyPre
ss
,2003
.
DEBO T
,Kees
. Ahi
sto
ryo
f App
liedL
ingu
ist
ics
:From1980tothep
resen
t. No
vaIo
rque
:
Rou
tledge
,2015
.
DEBOT
,Kees
.Rate
sofchange
:Times
cales
insecondlanguagede
velopment
.In
:DÖRNY E
I
,Zo
ltán
;
MAC
INTYRE
,Pete
rD.;HENRY
,Ala
ir
.(O
rg.)
.Motiva
tionaldynamic
sinlanguagelea
rning
.Br
is
tol
:
Mu
lt
il
ingu
alM a
tte
rs
,2015,p
.29-37
.
Wha
Ro
tc
s
an
oun
eS
t
i
l
sa
ve
i
sApp
r
a
l
i
|Ub
edL
i
ra
ingu
t
ãKi
i
c
st
i
khö
c
s
f
:A
e
lA
r
e
l
v
v
i
ewo
e
s
fpub
l
ica
t
ion
sinc
onso
l
ida
tedApp
l
iedL
ingu
is
ti
cs.
.
.
|1
57
AR
ES|Ad
van
cedR
ese
arch
inEng
l
ishS
eri
esn
º13
F
IGU E
IREDO,Edu ardoHen r
ique Dini
z.Secondlanguageacqu
is
it
ioninB ra
zi
lsin
cethesoci
al
turn
.Rev
istaB ras
ileiradeLinguíst
icaAp l
icada,[
S.
l.
],v
.18,n
.1,p.1-27
,2018.D
ispon
íve
lem:
ht
tp:
//dx
.doi
.org/10.1590
/1984-6398201812420
.Aces
soem:15nov.2021.
HEL
L ERMANN,John
.Th reecontex
tsfo
rm ywor
kasco-ed
itor
:In
troduc
tiontothespec
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.
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.
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,v.36
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.419
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.Dispon
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ttp:
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.2021
.
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-FREEMAN,Diane
.T en‘
lessons
’from Dynami
cS ys
t em
sTheory: Wha
tisonofer
.In
:
DÖRNYEI
, Zo
ltán
; MAC
IN TYRE
,P e
t e
rD.;H ENRY
,Alast
air(Org
.)
. Mo
tivat
iona
l dynam
icsin
languagelea
rning
.Br
istol
:Mult
i
lingua
lM at
ters
,2015
,p.11-19
.
LARSEN-FR
EEMAN,D
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.Comp le
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.In:ORTEGA
,Lou rde
s;HAN
,
ZhaoHong(Org
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).Complex
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.Amste
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i sh
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y,2017
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-50
.
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-FREEMAN
,Di
ane;CAMERON
,Lynne
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res
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.
LE
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in.Resea
rchtrendsinapp
liedl
ingu
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from2005to2016
:Abib
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rican
alys
is
andi
tsimp l
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S.
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],v
.40
,n.3,p
.540-561
,2018
.Di
sponí
velem:http
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.do
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.
LOW I
E,W ander
.Los
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esp a
ce?Methodologi
c a
lconsider
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cTheory
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ch.In:ORT EGA,Lourdes
;HAN,Zh aoHong
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).Comp lex
itytheory andlanguage deve lopmen t
: Inc e
lebra
tion ofDianeL a
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-
Fr
eem an.Am ste
rdam:JohnBenjam
insPubl
ishingComp any
,2017,p.123-141.
LOWIE
,W ande
rM .
;VER
SPOOR
,M ar
jol
i
jnH.
.Ind
iv
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ence
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ityprob
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ing,[S
.l
.
],v
.69,p.184
-206
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.do
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.12324
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soem:15no
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.
MO
ITALOP
ES,Lu
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aulo
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,Kanav
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.
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lasetorna
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:Do cumenta
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.]
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ispon
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.2021
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.Appl
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is
tic
spa
standfuture
.App
liedL
inguis
tic
s,[ S
.
l.
],v
.36
,n.4,p
.434
-
443
,2015
.Di
sponí
velem
:http
:/
/dx
.do
i
.org
/10.1093
/app
l
in/amv016
.Acessoem:15nov
.2021
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AILACong res sstrand s–2021
1
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iso fD iscou rseand Interact
ion(D IS)
2
. A ssessmen tandE valua t
ion (ASE)
3
. B il
ingu al,Imme rsion ,He r
itage,andM inorit
yEdu ca
tion(B
IH)
4
. Co rpusL inguistics(COR )
5
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si
t y
,Equ ity,In clus
ion ,andA cces
s (D E
IA)
6
. Edu ca
tion a
lL ingu istic
s (EDU )
7
. L angu ageand Ideo log y(L
ID )
8
. L angu ageandT echno log y(T EC
)
9
. L angu ageCogn i
tionandB r a
inRe sea
r ch(COG )
10.L angu age,Cu ltur e
,andSo cia
liz
ation( LCS)
11.L angu ageM aint en anceandRe vital
ization(LMR)
12.L angu ageP lann ingandPo licy(LPP)
13. Phonolog y
/Phone ticsandO ra
lCommun icat
ion(POC)
14.P ragm at
i cs(PRG )
15. Reading,W rit
ing ,andL iteracy(RW L
)
16. ResearchMe thodo log y(REM )
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ignL angu ageP edagog y(PED)
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(SLA
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lingu ist
ics (SOC )
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i vose /out e
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12
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15
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16
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18
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19
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imod al
id adenot e
xtoenod iscurso
20
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inguíst
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21
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adu ção
22
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lític
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AR
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7
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ingu istics,
8
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9
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10
.L angu agepo lic yandp lanning.
St
rands(listeda fte rdefn ition)
1
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ional
ityfo
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form
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. A sse ssmen tande valu ation
3
. B i
l
ingu al,imme rsion ,he ritage
,and langu age m
inor
ityeduca
tion
4
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tionandb ra
inr esearch
5
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6
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raction
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lLingu istics
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lizat
ionandp ragm a
tic
s
9
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10
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it a
li
z at
ion
11
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icy
12
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13
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ion
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iting ,and literacy
16
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tion,langu agea cqui
si
tion
,andatt
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tion)
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stic s
18
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ie fs
,and iden t
ities
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lation,Int erpr etationandL angu ageA c
cess
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sis(w r
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íasal
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iciónde
segund aslengua s
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rna
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isisdeldiscursoy lap ragm á
tica
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ingüís
tica,
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ticaforense,
6
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ticadeco rpu s
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7
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ticacompu tacion a
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í t
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st
i cas
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duringhisPhDh elookedin ton ewl i
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racies
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new T echnologies, and Eng l
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edu ca
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all eavesa t
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tedr esearchonth eph i
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l
ingu is
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67

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1

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