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Plurilingualism and translanguaging: commonalities and divergences
Both plurilingual and translanguaging pedagogical practices in the education of language minoritized students remain controversial, for schools have a monolingual and monoglossic tradition that is hard to disrupt, even when the disrupting stance brings success to learners. At issue is the national identity that schools are supposed to develop in their students, and the Eurocentric system of knowledge, circulated through standardized named languages, that continues to impose what Quijano (2000) has called a coloniality of power.
All theories emerge from a place, an experience, a time, and a position, and in this case, plurilingualism and translanguaging have developed, as we have seen, from different loci of enunciation. But concepts do not remain static in a time and place, as educators and researchers take them up, as they travel, and as educators develop alternative practices. Thus, plurilingual and translanguaging pedagogical practices sometimes look the same, and sometimes they even have the same practical goals. For example, educators who say they use plurilingual pedagogical practices might insist on developing bilingual identities, and not solely use plurilingualism as a scaffold. And educators who claim to use translanguaging pedagogical practices sometimes use them only as a scaffold to the dominant language, not grasping its potential. In the United States, translanguaging pedagogies are often used in English-as-a-Second Language programs only as a scaffold. And although the potential for translanguaging is more likely to be found in bilingual education programs, this is also at times elusive. The potential is curtailed, for example, by the strict language allocation policies that have accompanied the growth of dual language education programs in the last decade in the USA, which come close to the neoliberal understanding of multilingualism espoused in the European Union.
It is important to keep the conceptual distinctions between plurilingualism and translanguaging at the forefront as we develop ways of enacting them in practice, even when pedagogies may turn out to look the same. Because the theoretical stance of translanguaging brings forth and affirms dynamic multilingual realities, it offers the potential to transform minoritized communities sense of self that the concept of plurilingualism may not always do. The purpose of translanguaging could be transformative of socio-political and socio-educational structures that legitimize the language hierarchies that exclude minoritized bilingual students and the epistemological understandings that render them invisible. In its theoretical formulation, translanguaging disrupts the concept of named languages and the power hierarchies in which languages are positioned. But the issue for the future is whether school authorities will allow translanguaging to achieve its potential, or whether it will silence it as simply another kind of scaffold. To the degree that educators act on translanguaging with political intent, it will continue to crack some openings and to open opportunities for bilingual students. Otherwise, the present conceptual differences between plurilingualism and translanguaging will be erased.
Source: GARCÍA, Ofelia; OTHEGUY, Ricardo. Plurilingualism and translanguaging: Commonalities and divergences. International Journal of Bilingual Education and Bilingualism, v. 23, n. 1, p. 17-35, 2020.
Garcia e Otheguy (2020)
Observe the following comic strip and select the correct alternative:
Plurilingualism and translanguaging: commonalities and divergences
Both plurilingual and translanguaging pedagogical practices in the education of language minoritized students remain controversial, for schools have a monolingual and monoglossic tradition that is hard to disrupt, even when the disrupting stance brings success to learners. At issue is the national identity that schools are supposed to develop in their students, and the Eurocentric system of knowledge, circulated through standardized named languages, that continues to impose what Quijano (2000) has called a coloniality of power.
All theories emerge from a place, an experience, a time, and a position, and in this case, plurilingualism and translanguaging have developed, as we have seen, from different loci of enunciation. But concepts do not remain static in a time and place, as educators and researchers take them up, as they travel, and as educators develop alternative practices. Thus, plurilingual and translanguaging pedagogical practices sometimes look the same, and sometimes they even have the same practical goals. For example, educators who say they use plurilingual pedagogical practices might insist on developing bilingual identities, and not solely use plurilingualism as a scaffold. And educators who claim to use translanguaging pedagogical practices sometimes use them only as a scaffold to the dominant language, not grasping its potential. In the United States, translanguaging pedagogies are often used in English-as-a-Second Language programs only as a scaffold. And although the potential for translanguaging is more likely to be found in bilingual education programs, this is also at times elusive. The potential is curtailed, for example, by the strict language allocation policies that have accompanied the growth of dual language education programs in the last decade in the USA, which come close to the neoliberal understanding of multilingualism espoused in the European Union.
It is important to keep the conceptual distinctions between plurilingualism and translanguaging at the forefront as we develop ways of enacting them in practice, even when pedagogies may turn out to look the same. Because the theoretical stance of translanguaging brings forth and affirms dynamic multilingual realities, it offers the potential to transform minoritized communities sense of self that the concept of plurilingualism may not always do. The purpose of translanguaging could be transformative of socio-political and socio-educational structures that legitimize the language hierarchies that exclude minoritized bilingual students and the epistemological understandings that render them invisible. In its theoretical formulation, translanguaging disrupts the concept of named languages and the power hierarchies in which languages are positioned. But the issue for the future is whether school authorities will allow translanguaging to achieve its potential, or whether it will silence it as simply another kind of scaffold. To the degree that educators act on translanguaging with political intent, it will continue to crack some openings and to open opportunities for bilingual students. Otherwise, the present conceptual differences between plurilingualism and translanguaging will be erased.
Source: GARCÍA, Ofelia; OTHEGUY, Ricardo. Plurilingualism and translanguaging: Commonalities and divergences. International Journal of Bilingual Education and Bilingualism, v. 23, n. 1, p. 17-35, 2020.
Garcia e Otheguy (2020)
Within the provided text, identify the conjunction that simultaneously introduces an opposing viewpoint while emphasizing causality between two ideas:
Plurilingualism and translanguaging: commonalities and divergences
Both plurilingual and translanguaging pedagogical practices in the education of language minoritized students remain controversial, for schools have a monolingual and monoglossic tradition that is hard to disrupt, even when the disrupting stance brings success to learners. At issue is the national identity that schools are supposed to develop in their students, and the Eurocentric system of knowledge, circulated through standardized named languages, that continues to impose what Quijano (2000) has called a coloniality of power.
All theories emerge from a place, an experience, a time, and a position, and in this case, plurilingualism and translanguaging have developed, as we have seen, from different loci of enunciation. But concepts do not remain static in a time and place, as educators and researchers take them up, as they travel, and as educators develop alternative practices. Thus, plurilingual and translanguaging pedagogical practices sometimes look the same, and sometimes they even have the same practical goals. For example, educators who say they use plurilingual pedagogical practices might insist on developing bilingual identities, and not solely use plurilingualism as a scaffold. And educators who claim to use translanguaging pedagogical practices sometimes use them only as a scaffold to the dominant language, not grasping its potential. In the United States, translanguaging pedagogies are often used in English-as-a-Second Language programs only as a scaffold. And although the potential for translanguaging is more likely to be found in bilingual education programs, this is also at times elusive. The potential is curtailed, for example, by the strict language allocation policies that have accompanied the growth of dual language education programs in the last decade in the USA, which come close to the neoliberal understanding of multilingualism espoused in the European Union.
It is important to keep the conceptual distinctions between plurilingualism and translanguaging at the forefront as we develop ways of enacting them in practice, even when pedagogies may turn out to look the same. Because the theoretical stance of translanguaging brings forth and affirms dynamic multilingual realities, it offers the potential to transform minoritized communities sense of self that the concept of plurilingualism may not always do. The purpose of translanguaging could be transformative of socio-political and socio-educational structures that legitimize the language hierarchies that exclude minoritized bilingual students and the epistemological understandings that render them invisible. In its theoretical formulation, translanguaging disrupts the concept of named languages and the power hierarchies in which languages are positioned. But the issue for the future is whether school authorities will allow translanguaging to achieve its potential, or whether it will silence it as simply another kind of scaffold. To the degree that educators act on translanguaging with political intent, it will continue to crack some openings and to open opportunities for bilingual students. Otherwise, the present conceptual differences between plurilingualism and translanguaging will be erased.
Source: GARCÍA, Ofelia; OTHEGUY, Ricardo. Plurilingualism and translanguaging: Commonalities and divergences. International Journal of Bilingual Education and Bilingualism, v. 23, n. 1, p. 17-35, 2020.
Garcia e Otheguy (2020)
According to the text above, it is possible to state that:
Plurilingualism and translanguaging: commonalities and divergences
Both plurilingual and translanguaging pedagogical practices in the education of language minoritized students remain controversial, for schools have a monolingual and monoglossic tradition that is hard to disrupt, even when the disrupting stance brings success to learners. At issue is the national identity that schools are supposed to develop in their students, and the Eurocentric system of knowledge, circulated through standardized named languages, that continues to impose what Quijano (2000) has called a coloniality of power.
All theories emerge from a place, an experience, a time, and a position, and in this case, plurilingualism and translanguaging have developed, as we have seen, from different loci of enunciation. But concepts do not remain static in a time and place, as educators and researchers take them up, as they travel, and as educators develop alternative practices. Thus, plurilingual and translanguaging pedagogical practices sometimes look the same, and sometimes they even have the same practical goals. For example, educators who say they use plurilingual pedagogical practices might insist on developing bilingual identities, and not solely use plurilingualism as a scaffold. And educators who claim to use translanguaging pedagogical practices sometimes use them only as a scaffold to the dominant language, not grasping its potential. In the United States, translanguaging pedagogies are often used in English-as-a-Second Language programs only as a scaffold. And although the potential for translanguaging is more likely to be found in bilingual education programs, this is also at times elusive. The potential is curtailed, for example, by the strict language allocation policies that have accompanied the growth of dual language education programs in the last decade in the USA, which come close to the neoliberal understanding of multilingualism espoused in the European Union.
It is important to keep the conceptual distinctions between plurilingualism and translanguaging at the forefront as we develop ways of enacting them in practice, even when pedagogies may turn out to look the same. Because the theoretical stance of translanguaging brings forth and affirms dynamic multilingual realities, it offers the potential to transform minoritized communities sense of self that the concept of plurilingualism may not always do. The purpose of translanguaging could be transformative of socio-political and socio-educational structures that legitimize the language hierarchies that exclude minoritized bilingual students and the epistemological understandings that render them invisible. In its theoretical formulation, translanguaging disrupts the concept of named languages and the power hierarchies in which languages are positioned. But the issue for the future is whether school authorities will allow translanguaging to achieve its potential, or whether it will silence it as simply another kind of scaffold. To the degree that educators act on translanguaging with political intent, it will continue to crack some openings and to open opportunities for bilingual students. Otherwise, the present conceptual differences between plurilingualism and translanguaging will be erased.
Source: GARCÍA, Ofelia; OTHEGUY, Ricardo. Plurilingualism and translanguaging: Commonalities and divergences. International Journal of Bilingual Education and Bilingualism, v. 23, n. 1, p. 17-35, 2020.
Garcia e Otheguy (2020)
Consider the statements related to the text presented below. Write T, for true, and F, for false:
(__)According to the text, educators who use plurilingual pedagogical practices insist on developing monolingual identities.
(__)Translanguaging pedagogies in the United States are used only as a scaffold in bilingual education programs.
(__)Plurilingual and translanguaging pedagogical practices are controversial in the education of language minoritized students.
Select the alternative with the correct sequence:
Maria foi numa padaria e comprou 4 leites no valor de R$ 6,50 cada e 3 bolos no valor de R$ 18,25 cada. Ela pagou a conta com uma nota de R$ 100,00, recebendo de troco um valor, em reais, de:
De acordo com dados da Organização das Nações Unidas para a Alimentação e a Agricultura (FAO), da Organização Pan-Americana da Saúde, do Programa Mundial de Alimentos (WFP) e o Fundo das Nações Unidas para a Infância (UNICEF), na América Latina e no Caribe, a má nutrição infantil é um problema que, em suas diversas formas, continua afetando crianças e adolescentes. A desnutrição e o sobrepeso infantil são duas faces da mesma moeda e requerem uma abordagem abrangente. O excesso de peso infantil aumentou de forma alarmante nas últimas duas décadas, ameaçando a saúde e o bem-estar das crianças. Isso posto, analise as asserções a seguir:
I.É necessário manter as pessoas no centro do conjunto de soluções contra a insegurança alimentar e a má nutrição, particularmente no atual contexto de emergência climática.
II.Ainda não se conseguiu melhorar de modo significativo os números anteriores à crise desencadeada pela pandemia de COVID-19. Com isso, se está, cada vez mais, distanciando-se do cumprimento da agenda 2050.
III.É preciso promover ações que protejam as pessoas mais vulneráveis e transformem os sistemas alimentares por meio de políticas públicas holísticas para promover alimentação saudável e acessível.
É correto o que se afirma em:
Analise as assertivas e identifique as corretas, no que se refere à Vigilância em Saúde:
I.A Vigilância em Saúde consiste no processo contínuo e sistemático de coleta, consolidação, análise de dados e compartilhamento de informações relacionadas a eventos de saúde.
II.A Vigilância em Saúde tem como objetivo embasar o planejamento e a implementação de medidas de saúde pública, abrangendo a regulação, intervenção e atuação nos fatores que influenciam a saúde.
III.A Vigilância em Saúde tem como finalidade proteger e promover a saúde da população, prevenir e controlar riscos, agravos e doenças.
Fonte: https://www.gov.br/saude
É correto o que se afirma em:
Analise as assertivas a seguir:
São atividades do Agente de Combate às Endemias:
I.Diagnóstico de doenças transmissíveis e agravos à saúde.
II.Promoção de ações de prevenção e controle de doenças e agravos à saúde, em interação com o Agente Comunitário de Saúde e a equipe de Atenção Básica.
III.Prescrição medicamentosa para indivíduos com doenças transmissíveis.
Fonte: https://www.gov.br/saude
É correto o que se afirma em:
Dentre as opções citadas a seguir, assinale a alternativa que corresponde à doença infecciosa febril aguda que é transmitida a partir da exposição direta ou indireta à urina de animais (principalmente ratos) infectados pela bactéria:
No que se refere às atribuições do Agente de Combate a Endemias, é correto afirmar que:
A teníase e a cisticercose são doenças parasitárias distintas causadas por platelmintos do gênero Taenia, que são consideradas zoonoses com um grande impacto na saúde pública e também causam significativos prejuízos econômicos.
Fonte: https://ojs.pubvet.com.br
No que diz respeito à teníase e à cisticercose, analise a ilustração a seguir e assinale a alternativa correta:
Fonte: https://www.saude.pr.gov.br/Pagina/Teniose-e-Cisticercose
"O processo de urbanização no território brasileiro iniciou-se, de maneira mais concreta, a partir do final do século XIX, com o início gradativo da industrialização no país. No entanto, foi após os anos 1930 que a presença das indústrias tornou-se mais intensiva e a urbanização começou a se intensificar. A segunda metade do século XX serviu de incremento graças ao intenso êxodo rural (...)"
Disponível em: ohhtm ://mundoeducacao.uol.com.br/geografia/o-espaco-urbano-brasileiro.htm
O movimento de "êxodo rural", citado no trecho, é um fenômeno que influencia o desenvolvimento urbano. No que consiste esse fenômeno?
Associe a segunda coluna de acordo com a primeira, que relaciona conceitos de utilização de tecnologias digitais, ferramentas, operação de aplicativos, pastas e arquivos, procedimentos de informática e suas respectivas funções:
Primeira coluna: Tecnologias digitais, aplicativos e conceitos
1.Android
2.Adobe Reader
3.Windows Explorer
4.OBS Studio
Segunda coluna: Funções
(__)Software que permite visualizar, imprimir, assinar e fazer anotações em arquivos PDF.
(__)Sistema Operacional utilizado em dispositivos móveis.
(__)Gerenciador de arquivos e pastas, utilizado para cópia, exclusão, organização, movimentação e atividades de gerenciamento de arquivos.
(__)É uma suíte de software livre e de código aberto para gravação e transmissão ao vivo de vídeo e áudio.
Assinale a alternativa que apresenta a correta associação entre as colunas:
Qual é a finalidade da ficha catalográfica no contexto da documentação museológica?
O chamado "controle de multicópias" refere-se às medidas implementadas para evitar a criação excessiva e descontrolada de cópias de documentos. Esse controle é importante para evitar redundância, facilitar a localização dos documentos e otimizar o uso de recursos. Algumas estratégias eficientes para o controle de multicópias incluem: políticas de cópias, uso de cópias digitais, controle de impressão e compartilhamento de documentos.
Julgue o excerto apresentado e assinale a alternativa correta:
Os acervos mistos são compostos por documentos de diferentes naturezas, como arquivos, bibliotecas e museus, reunidos em uma mesma instituição. A gestão da informação nesses acervos requer considerações adicionais devido à diversidade dos materiais. Um aspecto importante da informação de acervos comuns inclui a interoperabilidade, que:
Sobre os chamados documentos ultra-secretos, é correto afirmar que:
Durante o Levantamento de Acervo, podemos afirmar que o campo Estado de Conservação deve:
Considere as afirmativas relacionadas à produção e utilização de documentos apresentadas a seguir e registre V, para verdadeiras, e F, para falsas:
(__)Durante a produção de documentos, é essencial adotar boas práticas de redação e revisão, garantindo qualidade e consistência das informações registradas.
(__)A produção de documentos é um processo que envolve várias etapas, desde o seu descarte até a sua geração de valor.
(__)A utilização de documentos envolve a decisão sobre o que fazer com eles ao final de sua vida útil, sendo que a escolha de preservação permanente ou eliminação definitiva é feita a partir de dados objetivos.
Assinale a alternativa com a sequência correta:
Um profissional especialista altamente capacitado foi contratado por uma empresa para esclarecer uma questão de natureza técnico-científica. Para tanto, ele coletou provas, analisou dados e produziu de um laudo técnico. Tal atividade exigiu grande rigor metodológico e imparcialidade. Podemos afirmar que o profissional em questão fez uma:
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