Saberes sem Fronteiras: Políticas para as migrações Pós-modernas

Archanjo, Renata

doi:10.1590/0102-4450790718885409696

Cited by 10 publications

(13 citation statements)

References 4 publications

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“…Therefore, linguistic competence, or lack thereof, can define the nature of mobility. The fact is that nursing students applying for scholarships abroad have difficulty meeting the minimum criteria for language proficiency required by partner countries in mobility programs (2,11,26) .…”

Section: Discussionmentioning

confidence: 99%

“…Student mobility during initial training provides a great opportunity for insertion into multicultural and multilingual scenarios, defined as super-diverse environments. These experiences are extremely significant in linguistic-discursive, cultural and ideological aspects, with effects on interpersonal and professional relations (2) . Therefore, cultural exchange must also be considered as a factor with great influence in professional training.…”

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%

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Nursing international student mobility in the University of São Paulo

2018

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Nursing international student mobility in the University of São Paulo

2018

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“…In the other two language teaching courses, the groups were very heterogeneous but with an overall low level of language proficiency. Beside the individual aspect , this scenario has historical and political roots and it is also the result of the language policies enforced in Brazil during the last fifty years, oscillating from a promotion from one language to another in public education, with the decline of French and more recently Spanish and the strengthening of English (Archanjo, 2016).…”

Section: Case 2: Fl Teacher's Identity In Brazil: Between Idealized Amentioning

confidence: 99%

Identity of foreign language pre-service teachers to speakers of other languages: Insights from Brazil and Chile

Archanjo

Barahona

Finardi

2019

Colomb. appl. linguist. j

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The aim of this paper is to examine the identity of foreign language (FL) pre-service teachers in two distinct contexts: Brazil and Chile. A multiple case study methodology was used to investigate how foreign language pre-service teachers develop and conceptualize their teacher identity in three different teacher education programs—two in Brazil and one in Chile. The analysis focused on three main issues: emerging identities, the role of foreign language proficiency, and the practicum as a mediating space to develop teacher identity. Results of the two case studies situated in Brazil suggest that FL pre-service teacher identity is shaped by their beliefs on language proficiency. The case study in Chile confirmed that pre-service teachers’ identity oscillates between identifying as students and as teachers. Overall, results of the study suggest that FL teacher identity is shaped by notions of legitimization of the teacher’s role and language proficiency.

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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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Saberes sem Fronteiras: Políticas para as migrações Pós-modernas

Abstract: RESUMO Este artigo aborda o tema da produção e do acesso ao conhecimento

Cited by 10 publications

References 4 publications

Nursing international student mobility in the University of São Paulo

Nursing international student mobility in the University of São Paulo

Identity of foreign language pre-service teachers to speakers of other languages: Insights from Brazil and Chile

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

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