Globalização e Multilingualismo no Brasil Competência Linguística e o Programa Ciência Sem Fronteiras

Archanjo, Renata

doi:10.1590/1984-639820156309

Cited by 13 publications

(12 citation statements)

References 15 publications

(12 reference statements)

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“…However, since the main destination was Portugal, the letter of acceptance of the institution was more important and the language proficiency appeared in second place, given its irrelevance. Insecurity with the foreign language is understandable, since studies with academic students point out that, even though many already knew more than one language, 44.3% faced difficulties with the foreign language (1,11) . Therefore, linguistic competence, or lack thereof, can define the nature of mobility.…”

Section: Discussionmentioning

confidence: 99%

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Nursing international student mobility in the University of São Paulo

2018

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Section: Discussionmentioning

confidence: 99%

“…The growing trend of international academic mobility, also called internationalization, is associated with the phenomenon of globalization that results from the increase in the flow of people, ideas, capital, goods and services across borders (1)(2)(3)(4)(5) .…”

Section: Introductionmentioning

confidence: 99%

Nursing international student mobility in the University of São Paulo

2018

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“…The second set of data comes from a corpus of ten university college students, native speakers of Brazilian Portuguese, interviewed between 2015 and 2016, while participating in the international mobility program Science without Borders 5 (SwB). Data were generated during a Post-doctoral fellowship in the UK where the researcher carried out a project entitled: "International mobility and emerging multilingual and multicultural practices: focus on the Brazilian governmental program SwB (ARCHANJO, 2015(ARCHANJO, , 2016(ARCHANJO, , 2017. Among the research participants, JULIA 6 was the one selected to contribute on this article due to the richness of her own story and the intertwined relationship between her path in learning and developing an English language competence and the impacts of that linguistic capital in reshaping her own identity as a student and as a future professional.…”

Section: Data Generationmentioning

confidence: 99%

Reframing Identities in the Move: A Tale of Empowerment, Agency and Autonomy

Nicolaides

Archanjo

2019

Trab. linguist. apl.

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Transnational movements raised by globalization to a status of normality, let alone to absolute necessity, have reshaped the world and social practices (VERTOVEC, 2007; WEI & HUA, 2013). As a social practice, language dimension acquires a renewed importance in the way people use and consume languages functioning as an agent in the exercise of social and political power. Language ideologies, whether individual or socioculturally constructed, may be a source of empowerment or, conversely, disempowerment, forging asymmetries in the way people consume languages. Thus, the pursuit of autonomy in language learning with the combination of its technical, psychological, sociocultural and political dimensions constitutes a space for (inter)personal emancipation and social transformation. Our theoretical framework emphasizes the collective aspects of learner autonomy, based on the sociocultural autonomy concept (OXFORD, 2003). Drawing on Bakhtin's (1929/2006;1981) and Vygotsky's (1991) contributions used as groundwork for research in learner autonomy and in consonance with ideas of fluid and hybrid identities (HALL, 1992; BAUMAN, 2005; MOITA LOPES, 2006), this paper discusses agency, empowerment and identity through sociocultural autonomy development in multicultural environments. This chapter, then, is an attempt to show issues of empowerment, autonomy and agency being processed across real-life social language practices. Its findings and results come from two research projects conducted by the authors in two different contexts but related to the same research interest. Both projects aimed to analyze language learning autonomy, agency and empowerment in the continuous process of learners (re)constructing their identities, while learning a second language. Data generation was based on interviews with two speakers of Brazilian Portuguese and learners of English as an additional language, while taking part in exchange programs for international mobility - one of them in the U.S and another one in Australia. Results show that both participants seem to reframe their multiple identities, so that they can adapt and readapt themselves to the new communities of practice (COP), in which they have emerged. Factors like agency, empowerment and sociocultural autonomy seem to be essential and decisive in this process of reframing identities.

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“…Na atualidade, é comum relacionarmos a globalização à evolução tecnológica e à integração social, econômica, cultural e política de diversas nações (ARCHANJO, 2015). Desponta nesse cenário o uso da língua inglesa como língua franca (SEIDLHOFER, 2011), que, juntamente com a Internet, possibilita comunicação em escala global e acesso a conhecimentos múltiplos (GIMENEZ et al, 2010).…”

Section: Introductionunclassified

Representações de alunos do Ensino Médio sobre Língua Inglesa

Gimenez

Barcaro

Gamero

2020

Revista Entretextos

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Na atualidade, a língua inglesa tem ocupado posição de destaque dentre as línguas estrangeiras em função de seu papel como lingua franca dos contatos internacionais, em vários domínios em escala global. Sua vinculação com o processo de globalização tem sido reconhecida em documentos educacionais que tratam de políticas linguísticas e impactado o modo como aprendizes se posicionam em relação a ela. Discursos ou representações sobre essa língua e seus possíveis impactos têm sido objeto de estudos críticos. A partir do referencial de Análise Crítica do Discurso (ACD), neste artigo analisamos as representantes de estudantes do ensino médio na região de Londrina, Paraná, sobre língua inglesa e cidadania global. A partir de respostas em uma ficha de inscrição para um programa de “imersão” interdisciplinar realizado em um campus universitário, os significados representacionais foram analisados. As análises indicaram a predominância de discursos celebratórios da língua inglesa, por meio de adjetivação positiva, como universal, fundamental, essencial, facilitadora, prática, eficiente. Quanto ao conceito de cidadania global em sua articulação com a língua inglesa e expresso por meio de suas finalidades, foram predominantes as dimensões culturais/ comunicacionais e econômicas. Em menor escala foram verbalizadas perspectivas que atribuem ao inglês o papel de promover solidariedade e criar laços entre pessoas de distintos lugares.

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Globalização e Multilingualismo no Brasil Competência Linguística e o Programa Ciência Sem Fronteiras

Cited by 13 publications

References 15 publications

Nursing international student mobility in the University of São Paulo

Nursing international student mobility in the University of São Paulo

Reframing Identities in the Move: A Tale of Empowerment, Agency and Autonomy

Representações de alunos do Ensino Médio sobre Língua Inglesa

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