Initial findings of a socio-cultural-pedagogical investigative approach to PHL: the educators and the initiatives.

Abstract

An increasing number of educational programs that promote Portuguese as a Heritage Language (PHL) can be found all over the world. With fairly new relevance to the field of Heritage Languages (HL), in no way comparable to movements of Spanish, Korean, or Mandarin, this burst shows the level of awareness about the importance of intergenerational transmission of minority languages within the Brazilian community. Such development brings to light fundamental questions: how has this movement developed and for how long? What the institutions involved are teaching and what methods are applied? What is the level of their commitment? Are they prepared to teach and cultivate the language and culture of Brazil? Do educators understand the interconnectivity between language, culture, identity, hybridization, and bilingualism? An ongoing latitudinal-longitudinal study, conducted by members of a study group has been mapping PHL community programs, surveying and interviewing educators as well as closely observing their projects’ development. This paper’s purpose is to discuss initial findings, answer some of the aforementioned questions regarding the emergence of PHL through a socio-cultural-pedagogical perspective. We will describe how educators have been developing their practices and how they can contribute with the field of studies of Heritage Languages.