Abordagens de ensino e aprendizagem de línguas : comunicativa e intercultural

This article discusses the communicative and the intercultural approaches to language teaching and learning. Firstly, it describes the core theoretical principles, goals, and the roles of teachers and learners in both approaches, as well as the way they are treated in different German textbooks. Secondly, it discusses a set of core principles and concepts (‘activity’, ‘interaction’, ‘motivation’ and ‘communicative posture’), as well as the didactic-pedagogical implications of implementing a communicative approach to language teaching and learning. Finally, it includes a reflection about the necessity for the language teacher to develop an intercultural background, as well as the eclectic use of different linguistic theories and language teaching approaches to make the acquisition of communicative and intercultural competence viable

As (des)sonorizações e a neutralização da vibrante : atitudes e concepções lingüísticas

This article discusses linguistic attitudes and conceptions (beliefs and prejudices) of 20 teachers regarding the ‘German accent’ ((de)voicing of consonants and neutralization of the vibrant) and their implications in their social practices in school lessons, in three German-Portuguese bilingual communities in Rio Grande do Sul. To conclude with, a reflection about how teachers’ conceptions relate to the treatment they dispense to linguistic traces in face to face interactions. The present investigation is inserted in the Interactional Sociolinguistics and in the Sociolinguistics field, specifically in linguistic variation and bilingual studies, and it is especially rooted in linguistic attitudes and conceptions. This research matches instruments and analytical categories of both quantitative and qualitative approaches, examining both teachers’ practices and their linguistic attitudes and conceptions. The results point to educational and identity conflicts which are reflected in speakers’ attitudes of solidarity or linguistic differentiation regarding the use and rating of linguistic variation, as well as in the treatment dispensed to the linguistic features of these communities

Variação e discriminação linguística no ensino e aprendizagem de línguas em comunidades bilíngues

This article promotes a reflection about sociolinguistic questions regarding language variation and linguistic stigmatization in teaching and learning Portuguese and German, in bilingual communities with German-Portuguese contact. This reflection is rooted in Sociolinguistics, specifically in studies about bilingualism, linguistic policy, language variation, and mostly in studies about linguistic attitudes and prejudices, and discusses the social and pedagogical implications of the values and models of prestige in the communities. It discusses questions regarding linguistic policy towards immigration languages, in particular German varieties, and the establishment of linguistic attitudes and beliefs. To conclude, it discusses some of the social and pedagogical implications of the existing discrepancy between maintaining current linguistic patterns on one side, and inter and intralanguage variation and social bilingualism on the other side, as well as linguistic stigmatization and linguistic attitudes and prejudices in teaching and learning Portuguese and German. The analysis points to educational and identity conflicts which are reflected in speakers’ attitudes of solidarity or linguistic differentiation regarding the use and rating of language variation, as well as in the treatment dispensed to the linguistic features of their communities. Key words: language teaching and learning, bilingualism, linguistic policy, language variation, linguistic attitudes and prejudices.Este artigo promove uma reflexão sobre questões sociolinguísticas pertinentes à variação e estigmatizarão linguística no ensino e aprendizagem de português e alemão, em comunidades bilíngues de contato alemão-português. Esta reflexão fundamenta-se nos estudos sobre bilinguismo, política linguística, variação linguística e especialmente sobre atitudes e concepções linguísticas, e discute as implicações sociais e pedagógicas dos valores e modelos de prestigio nas comunidades. Primeiramente, aborda questões relacionadas às políticas linguísticas dirigidas às línguas de imigração, particularmente, às variedades alemãs, e à formação de crenças e atitudes linguísticas. Em seguida, discute algumas implicações sociais e pedagógicas da discrepância existente entre a manutenção dos padrões linguísticos vigentes de um lado, e de outro o bilinguismo societal e a variação inter e intralingual, bem como a estigmatizarão linguística e atitudes e preconceitos linguísticos no ensino e aprendizagem de português e alemão. A análise aponta para conflitos identitários e educacionais que se refletem nas atitudes de solidariedade e de distinção linguística em relação ao uso e à avaliação da variação linguística, bem como no tratamento conferido às variedades linguísticas e aos traços de fala de suas comunidades. Palavras-chave: ensino e aprendizagem de línguas, bilinguismo, políticas linguísticas, variação linguística, atitudes e preconceitos linguísticos

Language variation and linguistic discrimination in teaching and learning language in bilingual communities

This article promotes a reflection about sociolinguistic questions regarding language variation and linguistic stigmatization in teaching and learning Portuguese and German, in bilingual communities with German-Portuguese contact. This reflection is rooted in Sociolinguistics, specifically in studies about bilingualism, linguistic policy, language variation, and mostly in studies about linguistic attitudes and prejudices, and discusses the social and pedagogical implications of the values and models of prestige in the communities. It discusses questions regarding linguistic policy towards immigration languages, in particular German varieties, and the establishment of linguistic attitudes and beliefs. To conclude, it discusses some of the social and pedagogical implications of the existing discrepancy between maintaining current linguistic patterns on one side, and inter and intralanguage variation and social bilingualism on the other side, as well as linguistic stigmatization and linguistic attitudes and prejudices in teaching and learning Portuguese and German. The analysis points to educational and identity conflicts which are reflected in speakers’ attitudes of solidarity or linguistic differentiation regarding the use and rating of language variation, as well as in the treatment dispensed to the linguistic features of their communities. Key words: language teaching and learning, bilingualism, linguistic policy, language variation, linguistic attitudes and prejudices

Language variation and linguistic discrimination in teaching and learning language in bilingual communities

Este artigo promove uma refl exão sobre questões sociolinguísticas pertinentes à variação e estigmatização linguística no ensino e aprendizagem de português e alemão, em comunidades bilíngues de contato alemão-português. Esta refl exão fundamenta-se nos estudos sobre bilinguismo, política linguística, variação linguística e especialmente sobre atitudes e concepções linguísticas, e discute as implicações sociais e pedagógicas dos valores e modelos de prestígio nas comunidades. Primeiramente, aborda questões relacionadas às políticas linguísticas dirigidas às línguas de imigração, particularmente, às variedades alemãs, e à formação de crenças e atitudes linguísticas. Em seguida, discute algumas implicações sociais e pedagógicas da discrepância existente entre a manutenção dos padrões linguísticos vigentes de um lado, e de outro o bilinguismo societal e a variação inter e intralingual, bem como a estigmatização linguística e atitudes e preconceitos linguísticos no ensino e aprendizagem de português e alemão. A análise aponta para confl itos identitários e educacionais que se refl etem nas atitudes de solidariedade e de distinção linguística em relação ao uso e à avaliação da variação linguística, bem como no tratamento conferido às variedades linguísticas e aos traços de fala de suas comunidades.This article promotes a refl ection about sociolinguistic questions regarding language variation and linguistic stigmatization in teaching and learning Portuguese and German, in bilingual communities with German-Portuguese contact. This refl ection is rooted in Sociolinguistics, specifi cally in studies about bilingualism, linguistic policy, language variation, and mostly in studies about linguistic attitudes and prejudices, and discusses the social and pedagogical implications of the values and models of prestige in the communities. It discusses questions regarding linguistic policy towards immigration languages, in particular German varieties, and the establishment of linguistic attitudes and beliefs. To conclude, it discusses some of the social and pedagogical implications of the existing discrepancy between maintaining current linguistic patterns on one side, and inter and intralanguage variation and social bilingualism on the other side, as well as linguistic stigmatization and linguistic attitudes and prejudices in teaching and learning Portuguese and German. The analysis points to educational and identity confl icts which are refl ected in speakers’ attitudes of solidarity or linguistic differentiation regarding the use and rating of language variation, as well as in the treatment dispensed to the linguistic features of their communities

Atitudes e concepções lingüísticas e sua relação com as práticas sociais de professores em comunidades bilíngües alemão-português do Rio Grande do Sul

Este estudo investiga atitudes e concepções lingüísticas (crenças e preconceitos lingüísticos) e sua relação com as práticas sociais de professores em três comunidades bilíngües alemãoportuguês do Rio Grande do Sul. Primeiramente, descreve o repertório lingüístico, a dinâmica das competências lingüísticas na dimensão diageracional e a manutenção do Hunsrückisch (HR) na 5ª geração para fundamentar a discussão nos contextos sócio-histórico, sociolingüístico e cultural dessas comunidades. Depois, discute as atitudes e concepções lingüísticas em relação: à alternância de HR e português; à proibição e ao uso de alemão em aula; ao “sotaque alemão” (as (des)sonorizações de consoantes e a neutralização da vibrante). Por fim, analisa como as concepções de seis professoras se refletem no tratamento que conferem a esses traços de fala e ao uso de alemão na interação face a face. Este estudo insere-se na área da Sociolingüística, especificamente, nos estudos de bilingüismo, política lingüística e especialmente de atitudes e concepções lingüísticas. De acordo com essa tradição, a variação lingüística não pode ser explicada apenas através de fatores sociais e situacionais; devem-se incluir as normas, os valores e os modelos de prestígio na comunidade. Este estudo também se insere na Sociolingüística Interacional. De acordo com a tradição dessa área de estudos, os participantes estão continuamente negociando papéis sociais de falantes e ouvintes e introduzindo alinhamentos e pistas de contextualização, que os orientam sobre as possibilidades de interpretação e co-construção dos contextos e sobre o que está acontecendo na inter-ação social. Este estudo combina instrumentos e categorias de análise das abordagens quantitativa e qualitativa a partir do discurso didático-pedagógico e das práticas sociais dos professores. Os resultados, demonstrados através de gráficos, tabelas estatísticas e da análise de excertos de entrevistas e de interação social, evidenciam um alto grau de manutenção do HR e conflitos identitários e educacionais, os quais se refletem nas atitudes de solidariedade e de distinção lingüística e nas práticas sociais dos professores, em relação à valoração e ao tratamento conferido às variedades lingüísticas e aos traços de fala dessas comunidades e ao uso de alemão em aula. Suas práticas sociais ora acentuam a assimetria na relação professor-aluno e ora revelam uma pedagogia culturalmente sensível. Evidenciam ainda que as atitudes e concepções lingüísticas são dinâmicas, mutáveis, socialmente geradas e aprendidas e, muitas vezes, contraditórias, e que elas são movidas, primordialmente, pelas experiências e crenças dos indivíduos (culturalmente motivadas e condicionadas ao sistema de valores acordado pelos membros da sociedade e/ou de grupos sociais) e pela interação social, pois elas são co-construídas e atualizadas a partir e dentro de contextos sociais.In der vorliegenden Studie werde ich die Sprachattitüden und Spracheinstellungen (Glaubensvorstellungen und Sprachvorurteile) und ihre Einbeziehung in die sozialen Tätigkeiten der Lehrer an drei Schulen deutsch- und portugiesischsprachiger Gemeinden in Rio Grande do Sul untersuchen. Zunächst beschreibe ich das Sprachrepertoire, die Dynamik der linguistischen Kompetenzen aus einer mehrdimensionalen Perspektive und der Spracherhalt des Hunsrückischen (HR) in der fünften Generation, um die vorliegende Arbeit auf die sozio-historischen, soziolinguistischen und kulturellen Kontexte dieser Gemeinden stützen zu können. Anschlieβend diskutiere ich die Sprachattitüden und Spracheinstellungen in Bezug auf das Code-Switching zwischen dem HRn und dem Portugiesischen, das Verbot und den Gebrauch der deutschen Sprache im Unterricht, den „deutschen Akzent“ ((De- )Sonorisierung von Konsonanten und Neutralisierung des Vibranten). Abschlieβend werde ich erörtern, wie sich die Spracheinstellungen von sechs Lehrern in ihrem Umgang mit diesen Sprachmerkmalen und dem Gebrauch des Deutschen in der Face-to-Face-Interaktion widerspiegeln. Diese Studie ist in den Bereich der Soziolinguistik, genauer gesagt, in die Studien zum Bilingualismus, zur Sprachpolitik und vor allem zu den Sprachattitüden und Spracheinstellungen einzuordnen. Gemäβ diesem Forschungsgebiet kann die Sprachvariation nicht ausschlieβlich durch soziale und situationale Faktoren erklärt werden; es müssen die Normen, Werte und Prestigevorstellungen in der Gemeinde mitberücksichtigt werden. Diese Studie ist ebenso in die Interaktionale Soziolinguistik einzuordnen, deren Tradition nach die Gesprächsteilnehmer fortwährend die sozialen Sprecher- und Hörerrollen verhandeln und dabei footings und „Kontextualisierungshinweise“ einführen, die sie nach den Interpretationsund Ko-konstruktionmöglichkeiten des Kontextes und nach dem Geschehen in der sozialen Interaktion ausrichten. In dieser Studie werden Analyseinstrumente und -kategorien der quantitativen und qualitativen Methoden kombiniert, ausgehend von dem didaktischpädagogischen Diskurs und der sozialen Tätigkeiten der Lehrer. Die Ergebnisse, die durch Statistiktabellen, Grafiken und Analysen von Interview- und sozialen Interaktionsauszügen veranschaulicht werden, verdeutlichen einen starken Gebrauch des HRs und ein hohes Maβ an Identitäts- und Erziehungskonflikten. Sie spiegeln sich sowohl in den Solidaritäts- und linguistischen Unterscheidungsattitüden in Bezug auf den Gebrauch und die Bewertung der Sprachvarietäten, als auch im Umgang mit den Sprachmerkmalen dieser Gemeinden und dem Gebrauch des Deutschen im Unterricht wider. Diese Attitüden verstärken manchmal die Asymmetrie in der Lehrer-Schüler-Beziehung und ähneln sehr oft einer „kulturbedingten“ Pädagogik. Darüber hinaus zeigen die Ergebnisse, dass die Sprachattitüden und Spracheinstellungen erlernt werden, sozialer und dynamischer Art, veränderlich und sehr oft widersprüchlich sind. Sie ergeben sich vor allem aus den kulturell motivierten und von dem vereinbarten Wertesystem einer Gesellschaft und/oder einer sozialen Gruppe abhängigen, individuellen Erfahrungen und Glaubensvorstellungen sowie aus der sozialen Interaktion, da sie ausgehend und innerhalb von sozialen Kontexten ko-konstruiert und aktualisiert werden.This study investigates linguistic attitudes and conceptions (beliefs and prejudices) and their implications in teachers’ social practices in three German-Portuguese bilingual communities in Rio Grande do Sul. In order to contextualize the proposed discussion in the socio-historical, sociolinguistic and cultural grounds of the communities focused, it starts with a description of the linguistic repertoire, the dynamic of the linguistic competences throughout the generations, and the Hunsrückisch (HR) maintenance in the fifth generation of speakers. This research also discusses linguistic attitudes and conceptions regarding the alternation of Portuguese and HR, the banishment of German in school lessons and the ‘German accent’ ((de)voicing of consonants and neutralization of the vibrant). To conclude with, a reflection is proposed about how six teachers’ conceptions relate to the treatment they dispense to linguistic traces and to the use of German in face to face interactions. This research is inserted in the Sociolinguistics field, specifically in bilingual studies, in linguistics policy, and it is especially rooted in linguistic attitudes and conceptions. According to such studies, linguistic variation cannot be thoroughly explained exclusively by means of social and situational factors, since rules, values and models of prestige in the community in question need to be considered as well. The present investigation is also inserted in Interactional Sociolinguistics, which advocates that participants are constantly negotiating their social roles as speakers and listeners in the course of their interactions, introducing new footings as well as contextualization clues in their talk. Such traces orient speakers about the possibilities of interpretation and co-construction of contexts regarding what is taking place in such social interactions. This research matches instruments and analytical categories of both quantitative and qualitative approaches, examining both teachers’ practices and their discourses. The results are presented by means of graphs, charts and excerpts of interactions and of interviews with participants. They point to a high degree of HR maintenance, as well as to educational and identity conflicts which are reflected in speakers’ attitudes of solidarity or linguistic differentiation regarding the use and rating of linguistic variation, as well as in the treatment dispensed to the linguistic features of these communities. Conflicts are also found in the instances of use of German in class, which at times enhances an asymmetry in the teacherlearner relationship, and at times fosters a culturally responsive pedagogy. The results also point to the fact that linguistic attitudes and conceptions are mutable, dynamic, socially generated and learned, and are often contradictory. They are primarily moved by the individuals’ beliefs and experiences (culturally motivated and subjected to the system of values set by members and/ or social groups in a given community), and by their social interaction, being co-constructed and updated from and within specific social contexts

Boletín oficial de la provincia de Santander: Número 176 - 1884 Enero 31

Este estudo investiga atitudes lingüísticas de professores de alemão em relação aos traços dialetais de alunos falantes de variedades dialetais alemãs, em um Curso de Línguas realizado em Porto Alegre - RS. As atitudes reveladas, através da técnica matched-guise (LAMBERT, 1967) e de excertos de entrevistas e observações de aulas, nortearão a refl exão sobre as possíveis implicações da (des)valorização e (des)construção identitária na aprendizagem do alemão padrão.This study investigates linguistic attitudes of teachers of German with regard to traces of dialectal varieties in the oral production of students who speak German dialects, at a Language Course in Porto Alegre - RS. The attitudes revealed, studied by means of the matched-guise technique (LAMBERT, 1976) as well as by excerpts of interviews and class observations, will guide the discussion about the possible implications of a (de)valuation and (de)construction of the identity in the learning process of the standard German language