Translanguage and desinvention in English teaching-learning
DOI:
https://doi.org/10.35588/ayr.v4i2.5752Keywords:
translanguage, decoloniality, meaning-making, teaching-learning, EnglishAbstract
The following text came to pass after a complex, yet fascinating exercise of (re)constructing meanings about the way we comprehend uses and, therefore, learning-teaching of English in the Brazilian context. Starting from the assumption that in Brazil we resignify English from a translingual point of view, we seek to disinvent and reconstitute, pluralize and potentialize our perspectives - and hopefully others’ - on language, in a decolonial enterprise. In doing so, we characterize and discuss potential educational endeavors that involve language(s) and which, in our view, provide room for the creation of spaces for contingent meaning-making in the classroom, focusing on the amplitude of diversity when communicating in English. Particularly, we emphasize educational practices that critically analyze and question the colonial territorialization of languages, from a positionality where difference is the norm rather than the exception.
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