AbstractEastern European migration to Portugal is a relatively recent yet significant phenomenon due to its impact on national legislation and discourses about language, citizenship and identity. Along with other migration movements to Portugal, it has also brought about changes in state policies. The monolingual order within the Portuguese education system has been reinforced through the adoption of the notion of 'Portuguese as a non-native language' and the creation of different categories of speakers of 'other' languages. While these discourses predominate within the national educational system, other discursive spaces (such as complementary schools and playgroups) are being constructed, on the margins of Portuguese society, where other languages and literacies are being learned and used, alongside Portuguese. This paper presents some insights from longitudinal ethnographic research (2004–2013) that was carried out in a complementary school for Russian-speaking children in Portugal run by their parents and grandparents. It looks into the complex ways in which literacy ideologies and practices were reproduced, contested and negotiated in this particular discursive space. It also shows how students drew on the language, literacy and semiotic resources within their communicative repertoires in different ways as they responded agentively to tasks set by the teacher. The paper concludes with reflections on the potential of the complementary school as a "safe space" for fostering flexible multilingual pedagogies.
Livro de atas da III Conferência Internacional - Investigação, Práticas e Contextos em Educação, Leiria, 09-10 de maio ; New migration flows from countries with no historical links with Portugal have transformed the country's sociolinguistic landscape, creating an impact on the social aspects and ethnoglinguistic identities. The Portuguese state faced a challenge of promoting a quality education for immigrant children within the course on integration. After the initial lack of response to the linguistic diversity in Portugal's schools, the Portuguese government formulated political guidelines for language-in-education diversity management. Most recent studies about multilingual contexts in education have gradually shifted the focus to teaching as a social practice while considering teachers, educators, caregivers, parents and students as actors of this practice. This change in perspective reinforces the link between practices and discourses that shape them. Drawing on the interview and observational data from a longitudinal linguistic ethnography around the site of an informal school organized by immigrant parents (2004-2012), this paper aims to discuss the ways in which language teaching practices and their interpretation by institutional agents, parents and children reflect the changes in offcial discourses in mainstream educational setings (e.g., PLNM discourses). The main emphasis is placed on identifying the discursive spaces available for other languages in Portuguese mainstream education and on the impact the commonly accepted language ideologies may have on identities of multilingual speakers.
Tese de Doutoramento em Letras, área de Línguas e Literaturas Modernas, especialidade em Sociolinguística, apresentada à Faculdade de Letras da Universidade de Coimbra. ; The present study takes an ecological approach to language policies and ideologies in order to see how discursive spaces for languages other than the official language of instruction are being constructed in Portugal today. The research setting – a complementary school for children of Eastern European immigrants in a town in central Portugal – provided a unique opportunity to examine how language and literacy ideologies from different symbolic places (e.g. educational discourses in Portugal and home post-Soviet states, European discourses on multilingualism and integration of immigrant children, heritage talk and migrant parents' "opinions on language" (Billig 1986)) interacted and were negotiated in the complementary classroom and around the site. The study draws from a combined theoretical perspective of research on language socialisation (Kramsch 2002; Lemke 2002; Scollon 2002; Bayley and Schecter 2003 etc.), within a sociocultural approach to literacy and learning (Vygotsky 1978; Rogoff 1991; Barton 1994; Lave and Wenger 2003 etc.), in multilingualism studies (Shohamy 2006; Heller 2007; Blackledge and Creese 2010; Blommaert 2006, 2010; Lytra and Martin 2010; Pennycook 2010), in spatial studies (Latour 1996; Low and Zuniga 2004; Brandt and Lincoln 2002), and research on bilingual and multilingual education (Hornberger 2002; García 2009). Methodologically, it represents a longitudinal ethnography of language and literacy practices (2004-2012) which attempts to find connections between the micro-level of diverse language and literacy teaching and learning practices around the complementary school, with the teaching and learning Portuguese as a non-native language in mainstream schools, and to situate them within the macro level of European, post-Soviet and Portuguese state language policies and practices. The study constructs a descriptive and analytical perspective using an array of research methods, such as textual analysis of policy documents, multimodal analysis of literacy artefacts and visual data (ethnographic photographs), as well as participant observations and semi-structured interviews with policymakers, parents and children. The critical stance of this ethnographic study consists in not only describing the distribution of symbolic power in top-down language and literacy policies and ideologies but also in identifying the spaces of its contestation in the local practices, which may emerge into new policies of higher scales. The research findings fall into several categories: 1) trends in top-down language policies and practices; 2) contestation and emerging trends in bottom-up language policies and practices; 3) theoretical and methodological reflections toward a construction of new frameworks on multilingualism. ; O estudo que se apresenta adapta uma perspectiva ecológica em relação às políticas e ideologias de língua de forma a compreender como espaços discursivos para as línguas que não a língua oficial de instrução são presentemente construídos em Portugal. O contexto de pesquisa, uma escola complementar para imigrantes da Europa de Leste numa cidade no centro de Portugal, forneceu uma oportunidade única para ver como ideologias de linguagem, escrita e leitura de diferentes locais simbólicos (e.g. desde discursos educacionais em Portugal e estados pós-Sovéticos, discursos europeus acerca de multilinguismo e integração de crianças imigrantes, debates sobre heranças culturais e linguísticas até às "opiniões acerca da língua" dos pais migrantes (Billig 1986)) interagiam e eram negociadas na sala de aula da escola complementar e nos lugares à volta dela. O estudo assume uma perspectiva teórica inspirada pelo estudo de socialisação linguística (Kramsch 2002; Lemke 2002; Scollon 2002; Bayley e Schecter 2003 etc.), enquadrada numa perspectiva sociocultural em relação à literacia e aprendizagem (Vygotsky 1978; Rogoff 1991; Barton 1994; Lave e Wenger 2003 etc.), em estudos de multilinguismo (Shohamy 2006; Heller 2007; Blackledge e Creese 2010; Blommaert 2006, 2010; Lytra e Martin 2010; Pennycook 2010), em estudos sobre construção de espaço social (Latour 1996; Low e Zuniga 2004; Brandt e Lincoln 2002), e estudos sobre educação bilingue e multilingue (Hornberger 2002; García 2009). Em termos dos métodos, este trabalho representa uma etnografia longitudinal (2004-2012) de práticas de linguagem, escrita e leitura que tenciona encontrar ligações entre o nível micro das práticas diversas da linguagem, ensino/aprendizagem de escrita e leitura na escola complementar, com as do ensino e aprendizagem de português como língua não-materna em estabelecimentos de ensino regulares, e situá-las no nível macro de políticas e práticas linguísticas em estados europeus e pós-sovieticos. O estudo constrói uma perspectiva descritiva e analítica utilizando um espectro de métodos de pesquisa, e.g. análise textual de documentos legislativos, análise multimodal de artefactos literários e dados visuais (fotografias etnográficas), assim como dados interaccionais, de observação participada e entrevistas semi-estruturadas com legisladores, pais e crianças. A posição crítica deste estudo etnográfico não se limita em descrever as políticas e ideologias da língua e literacia e a distribuição de poder simbólico da perspectiva top-down, mas procura também identificar os espaços de contestação nas práticas locais, que podem potencialmente dar lugar às novas políticas de escalas superiores. Os resultados da investigação enquadram-se em três categorias: 1) tendências em políticas e práticas de top-down; 2) contestação e tendências emergentes em políticas e práticas de bottomup; 3) reflexões teóricas e metodológicas em torno de construção de novos enquadramentos para multilinguismo.
"This collection contributes to emerging work in critical sociolinguistics, using a multidisciplinary and multi-scalar approach to understanding the diasporic experience in the Russian-speaking world. The volume expands on research in the sociolinguistics of mobility, multilingualism, and diaspora studies. It critically examines the ways in which transnational Russian identities are perceived and discursively enacted in online and offline spaces, and how this interplay contributes to diasporic identification across the globe. In highlighting a range of critical methodologies at multiple scalar levels - across family, national, and global lines - the book raises key questions about what binds and distinguishes individuals belonging to diverse communities of Russian speakers. It likewise interrogates established notions of memory, nostalgia, authenticity, and belonging, as well as perceptions of futurity and change. This book will be of particular interest to students and scholars in sociolinguistics, multilingualism, language and education, and linguistic anthropology"--
This article aims to explore the multiple uses and consequences of different technologies and infrastructures in the context of migrations and how such uses and consequences inhabit and transform migrants' rights and subjectivities. It reviews relevant literature at the intersection of citizenship, critical migration studies and science and technology studies (STS), focusing in particular on the current debates underway within critical citizenship studies that examine how technologies and infrastructures shape the ability to acts of citizenship. By mobilizing insights from STS, we focus on how these political subjectivities are shaped by certain sociomaterial and epistemic practices. By introducing the notion of material citizenship politics, the article outlines a way to differentiate three different constitutive forms between technologies, infrastructures and citizenship in migrations. Technologies and infrastructures can (1) constrain acts of citizenship in migration and border regimes; (2) constitute contestation and participation over citizenship; or (3) enable and shape alternative acts of citizenship in migration and border regimes. As it provides a theoretical background to the special issue, the article also serves as the introduction to the issue. ; This work has received funding from the European Research Council (ERC) under the EU Horizon 2020 research and innovation programme (Consolidation grant, agreement No. [648608]), within the project `EXCHANGE -Forensic geneticists and the transnational exchange of DNA data in the EU: Engaging science with social control, citizenship and democracy', led by Helena Machado and hosted at the Institute for Social Sciences of at the University of Minho, Portugal. Furthermore, this work is funded by the Portuguese Foundation for Science and Technology (FCT/MEC) through national funds within the scope of the CES-SOC/UID/50012/2020 Strategic Project.
