Decolonial English teaching in southern Brazil: The Construction of a Syllabus through a Translanguaging Lens
DOI:
https://doi.org/10.5007/1984-8412.2024.e98518Keywords:
Translanguaging, Decolonial Syllabus, Social Justice, English as an Additional LanguageAbstract
Drawing on translanguaging and decolonial studies, this article reports on the co-construction of the syllabus of an English as an additional language course for young adult racialized emergent bilinguals, members of a community located in southern Brazil. The research setting is an adult education project developed by one of the authors in partnership with a community-based Civil Society Organization. A needs analysis study was carried out to map students’ profiles and interests. The data was generated through the answers to a questionnaire and the transcription of two conversation circles held between the community members and the researchers. Data analysis resulted in a syllabus and lesson plans constructed in a translanguaging and decolonial fashion, designed for individuals whose bilingualism has been denied by the formal school system. The lesson plans aim to foster the dynamic and fluid uses of students' language practices. In this article, we present the syllabus construction process and how the needs analysis was carried out to profile relevant topics for the students. We hope to contribute to the language education of racialized emergent bilinguals in non-formal education settings by proposing a decolonial pedagogy that promotes social justice.
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