Threads of a Hashtag: Entextualization of Resistance in the Face of Political and Sanitary Challenges in Brazil

2022

DELTA

Self Cite

RESUMO Este texto apresenta o número especial de DELTA “Pensando com Marilda Cavalcanti: Reinvenção da linguística aplicada, grupos minoritarizados e complexidade sociolinguística”. Em particular, o texto revisita a produção acadêmica e política de Marilda Cavalcanti, docente e pesquisadora que, ao longo de sua carreira no Departamento de Linguística Aplicada da Universidade Estadual de Campinas, colaborativamente participou da produção de conceitos (e.g., educação linguística ampliada, Cavalcanti, 2013), metáforas (e.g., “línguas como caleidoscópios de recursos”, César & Cavalcanti, 2007; Cavalcanti & Maher, 2018), campos de pesquisa (e.g., educação indígena, práticas de linguagem em cenários sociolinguisticamente complexos) e instituições (e.g., a Associação de Linguística Aplicada do Brasil (ALAB), o Departamento de Linguística Aplicada do Instituto de Estudos da Linguagem (IEL) da Unicamp), os quais, historicamente, ajudaram a firmar o campo aplicado como área vibrante e promissora de produção de conhecimento sobre a linguagem em sociedade. Além desse panorama histórico, o texto detalha as contribuições ao número especial: dezesseis artigos de pesquisa que não apenas homenageiam o trabalho de Marilda Cavalcanti, mas também ajudam a ampliar o seu legado.

Section: Grupos Minoritarizados E Reinvenção Da Linguística Aplicadaunclassified

Pensando com Marilda Cavalcanti: Reinvenção da linguística aplicada, grupos minoritarizados e complexidade sociolinguística

Silva

2022

DELTA

Self Cite

“…Unicamp is positioned by the narrators as responsible for the erasure of the PEC-G program. At the same time, they are positioned as the ones who had to take a collective resistance action (Cavalcanti & Bizon, 2020). This was a reaction to the deterritorialising process they suffered and which was inflicted (deliberately or not) by the university.…”

Section: P I N F O : Y E S ! O T H E R W I S E W E W O U L D B E Scr...mentioning

confidence: 99%

Sewing narratives: engaging in lessons toward an other internationalisation

Frazatto

2022

DELTA

Self Cite

Answering Cavalcanti’s (2006) call to an Applied Linguistics enacted at its interfaces with other disciplines, in this paper we are inspired by an other globalisation, a concept coined by the geographer Milton Santos. Having the internationalisation of higher education as a process that embraces both of our studies, we look at it with suspicion in order to start framing an other internationalisation. To pursue that, we present two narrative scenes that took place at University of Campinas with undergraduate international students pertaining to different academic mobility programs who were learning/learned Portuguese as an Additional Language (PAL). These narratives index evaluations about the internationalisation process at the university and, in our view, reflect limited experiences of reterritorialisation from different angles. Considering the localities of the context, we propose some lessons to be learned and enacted towards an other internationalisation, including some more specific lessons oriented towards PAL policy.

Tensions Among Portugueses in Metacommentaries From East Asian International Students in Brazil

Frazatto

2022

Trab. linguist. apl.

The aims of this paper are to analyse how East Asian international students narrate tensions in Portuguese language, or Portugueses, through metacommentary, and to foster reflections on the counter-hegemonic potential that language learning comprises, particularly when thinking of the internationalisation agenda implemented by a Brazilian public university. To pursue that, we depart from audio-recorded semi-structured interviews, later manually transcribed, with a Korean and a Japanese undergraduate student during their sojourn. We observed that these tensions in Portugueses arose as students’ communicative repertoires were put to the test, either by them or their interlocutors, in different spaces. Our discussion foregrounds how students, when engaging in various social practices on campus and off-campus, manoeuvre sociolinguistic scales in comments made by themselves or by their interlocutors about ways of speaking Portuguese. We considered that, overall, students resort to ecological factors when doing scales, whilst indexing dominant language ideologies. Moreover, it was also possible to conceive that metacommentary from their interlocutors, particularly from Brazilians, impact (negatively) on students’ perception about their language learning and linguistic practices. To tackle these tensions, we advocate for an internationalisation agenda that envisages language education not only to international students, but also to home students and staff in order to promote different degrees of language and social justice awareness.