Abstract
The recognition of plurilingualism in Brazil has drawn attention to the phenomenon of translanguaging, which has been gaining more advocates around the world. Translanguaging is a conceptual and ideological framework that seeks to account for communicative practices constructed out of diversity of linguistic and cultural repertoires. It has been used and discussed for more than two decades, mainly in the field of bilingual education and in the study of modern foreign languages. In order to contribute to the discussion about translanguaging in Brazil, this study provides a perspective for exploring the value of feedback in the translanguaging theory in higher education; namely, as observed in an academic course at Londrina State University in the State of Parana. The use of a single focus group discussion, as data collection, and of Thematic Analysis for coding allowed the researcher to identify themes for the description of both implicit and explicit ideas within the data. Results showed that students value feedback under three main themes. Feedback was valued as a task established by the professor, with clear goals. Such goals positioned feedback as a guideline for students to internalize their own learning. Finally, providing an environment of collaboration where they felt motivated to take academic risks was also perceived as valuable.
Highlights
Research and publications seek to break with the vision of Brazil as a Portuguese monolingual country (CAVALCANTI, 2013; FINARDI, 2017)
The rise of bilingualism or plurilingualism advocacy has drawn the attention of academics and instructors to various phenomena that have been observed in multilingual speakers around the world (PARK, 2013)
In order to contribute to the increasing discussion about translanguaging in Brazil, this study explores feedback in the translanguaging theory in higher education: namely in an academic course at Londrina State University, in the State of Paraná
Summary
Research and publications seek to break with the vision of Brazil as a Portuguese monolingual country (CAVALCANTI, 2013; FINARDI, 2017). In the last few years, Brazil has seen the emergence of research focused on its great linguistic and cultural diversity in the educational realm. One of the current interests for research has been translanguaging, which has gained a lot of followers worldwide, and is gaining a lot of attention in Brazil as a good approach for discussing bilingualism or plurilingualism in language education in Brazil. Translanguaging theories seek to shift the analysis focus on named languages to the interactions of the speakers who are the ones making meaning and constructing new and complex discursive practices (LIN, 2019). The areas of study have ranged from the influence of Portuguese in sign language to the theory as a pedagogical tool in bilingual schools. In order to contribute to the increasing discussion about translanguaging in Brazil, this study explores feedback in the translanguaging theory in higher education: namely in an academic course at Londrina State University, in the State of Paraná
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