Immigrants in Schools as Novice Speaker: a Resource for Social Integration
The present work aims at the application of the label “novice speaker” students schooled in a non-native language. The concept of novice speaker goes beyond being a new speaker since it allows the determination of policies and pedagogical approaches focused on the linguistic insertion of the self, a...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | Brasil |
| Institución: | Universidade de São Paulo (USP) |
| Repositorio: | Linha D'Água (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:revistas.usp.br:article/162017 |
| Acceso en línea: | https://www.revistas.usp.br/linhadagua/article/view/162017 |
| Access Level: | acceso abierto |
| Palabra clave: | Novice speaker New Speakers Galician Immigration Education Neofalantes Novos Falantes Galego Imigração Educação |
| Sumario: | The present work aims at the application of the label “novice speaker” students schooled in a non-native language. The concept of novice speaker goes beyond being a new speaker since it allows the determination of policies and pedagogical approaches focused on the linguistic insertion of the self, as well as to one´school and social success. Starting from the linguistic diversity in the classes, we intend to discuss a theoretical framework and a practical study case, namely the one from the secondary school of Burela (Galicia, Spain). The proposal is that it is possible to incorporate this conception within the scope of Brazilian education, so that the standard versus the spoken language dichotomy don´t be synonymous with social stigmatization. |
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