A pedagogia translíngue e a elaboração de tarefas na formação integral do educando brasileiro

Anamaria Welp; Ofelia García

doi:10.5007/2175-8026.2022.e82165

Authors

Anamaria Welp Universidade Federal do Rio Grande do Sul https://orcid.org/0000-0002-9015-4761
Ofelia García The Graduate Center of the City University of New York https://orcid.org/0000-0002-1405-9965

DOI:

https://doi.org/10.5007/2175-8026.2022.e82165

Abstract

The present paper aims to propose a model for the practical application of translanguaging pedagogy and to offer a contribution for the Brazilian basic education student, by decolionally providing opportunities for task performance through English and Portuguese and linking emerging linguistic understandings in the classroom to conceptual knowledge arising from collaborative tasks. Drawing on the notion of language as a repertoire (García and Wei, 2015; Busch, 2015), we propose a reflection on the implications of the translanguaging theory (García, 2009; García and Wei, 2015; García Johnson and Seltzer, 2017) for language education, and present the converging points between translanguaging and task-based teaching.

Author Biographies

Anamaria Welp, Universidade Federal do Rio Grande do Sul

Anamaria Welp is associate professor at the Federal University of Rio Grande do Sul (UFRGS). She teaches in the English Language Teacher Education undergraduate program and the Graduate Program in Language Studies, in the Applied Linguistics line of research. She holds a Ph.D. in Letters from the Pontifical Catholic University of Rio Grande do Sul and completed her postdoctoral internship as a visiting professor at the Graduate Center of the City University of New York, with the Fulbright Commission.

Ofelia García, The Graduate Center of the City University of New York

Ofelia García is Professor Emerita in the Ph.D. programs of Urban Education and of Latin American, Iberian, and Latino Cultures (LAILAC) at the Graduate Center of the City University of New York.

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