Abstract:
This article is part of a project on social justice and its objective here is twofold: to present the partial results of an ongoing research, which started in September, in 2019, to show evidence that translanguaging is only mentioned once by one of the research participants, which reinforces the need to approach it in educational environment and to illustrate the place of emotion, silence and meaning making towards social justice, through the analysis of a short film, seeking to expand studies on translanguaging. This is also justified by the fact that, undergraduate students majoring in Portuguese and English languages, understand translanguaging as the uses of diverse languages, but do not recognize trans-semiosis, emotion and silence as entangled in meaning making. It borrows views from García; Alves ( 2019GARCÍA, O.; ALVES, J. The decoloniality of language and translanguaging: Latinx knowledge-production. Journal of Postcolonial Linguistics, v. 1, p. 26-40, 2019. Available at: https://iacpl.net/journal-of-postcolonial-linguistics-12019/the-decoloniality-of-language-and-translanguaging-latinx-knowledge-production/. Accessed on: 29 Mar. 2022.
https://iacpl.net/journal-of-postcolonia...
), García; Wei ( 2014GARCÍA, O.; WEI, L. Translanguaging: Language, Bilingualism and Education. New York: Palgrave Pivot London, 2014. 176p.), García ( 2020GARCÍA, O. Foreword: co-labor and re-performances. In: MOORE, E.; BRADLEY, J.; SIMPSON, J. (Eds.). Translanguaging as transformation: The collaborative construction of new linguistic realities. Bristol, PA: Multilingual Matters, 2020, p. xvii-xxii.), Blackledge; Creese ( 2011BLACKLEDGE, A.; CREESE, A. Multilingualism: A critical perspective. London: Continnuun International Publishing Group, 2011. 255p. Available at: https://doi.org/10.1080/15348458.2012.686412. Accessed on: 04 Feb. 2023.
https://doi.org/10.1080/15348458.2012.68...
), Canagarajah ( 2013CANAGARAJAH, S. Translingual practice: global Englishes and cosmopolitan relations. London: Routledge, 2013.), Makalela ( 2015MAKALELA, L. Translanguaging as a vehicle for epistemic access: cases for reading comprehension and multilingual interaction. Per Linguam, v. 31, n. 1, p. 15-29, 2015. Available at: https://perlinguam.journals.ac.za/pub/article/view/628/635. Accessed on: 28 Mar. 2022.
https://perlinguam.journals.ac.za/pub/ar...
, 2016MAKALELA, L. Ubunto translanguaging: an alternative framework for complex multilingual encounters. Southern African Linguistics and Applied Language Studies, v. 34, n. 3, 2016, p. 186-196. Available at: https://doi.org/10.2989/16073614.2016.1250350. Accessed on: 04 Feb. 2023.
https://doi.org/10.2989/16073614.2016.12...
, 2017MAKALELA, L. Translanguaging practices in a South African institution of higher learning: a case of Ubuntu multilingual return. In: MAZAK, C. M.; CARROLL, K. S. (Eds.). Translanguaging in higher education: Beyond monolingual ideologies. Bristol, UK: Multilingual Matters, 2017, p. 11-28.), Makalela; Dhokotera ( 2021MAKALELA, L.; DHOKOTERA, C. To know and to be of Ubuntu translanguaging. [S. l.: s. n.], 2021. 1 video (57 min). Published by the channel Bringing the Outside In. Available at: https://www.youtube.com/watch?v=b7MsbuQW8wQ . Accessed on: 29 Mar. 2022.
https://www.youtube.com/watch?v=b7MsbuQW...
), Nkadimeng; Makalela ( 2015NKADIMENG, S.; MAKALELA, L. Identity negotiation in a super-diverse community: The fuzzy languaging logic of high school students in Soweto. International Journal of the Sociology of Language, v. 2015, n. 234, p. 7-26, 2015. Available at: https://www.doi.org/10.1515/ijsl-2015-0002. Accessed on: 29 Mar. 2022.
https://www.doi.org/10.1515/ijsl-2015-00...
) in dialogue with decolonial perspectives by Grosfoguel ( 2013GROSFOGUEL, R. The epistemic decolonial turn: beyond political-economy paradigms. In: MIGNOLO, W.; ESCOBAR, A. (Eds.). Globalization and the decolonial option. London: Routledge, 2013, p. 65-77.), Menezes de Souza ( 2021MENEZES DE SOUZA, L. M. T.; NASCIMENTO, G. Interculturalidade e decolonialidade: trazer o corpo de volta e marcar o não marcado. [S.l.: s.n.], 2021. 1 video (169 min). Published by the channel TV UFRB. Available at: https://www.youtube.com/watch?v=j4PpGnMtsxY. Access on: 10 Jan. 2022.
https://www.youtube.com/watch?v=j4PpGnMt...
), Mignolo; Walsh ( 2018MIGNOLO, W.; W.; WALSH, C . On decoloniality : Concepts, Analytics, Praxis . Durham, NC: Duke University Press, 2018. 304p.), Maldonado-Torres ( 2007MALDONADO-TORRES, N. On the coloniality of being. Cultural studies, v. 21, n. 2/3, p. 240-270, Apr. 2007. Available at: https://www.doi.org/10.1080/09502380601162548. Accessed on: 04 Feb. 2023.
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), Quijano ( 2007QUIJANO, A. Colonialidad del poder y clasificación social. In: CASTRO-GOMES, S.; GROSFOGUEL, R. (Eds.). El giro decolonial: reflexiones para una diversidad epistémica más allá del capitalismo global. Bogotá: Siglo del Hombre Editores; Universidad Central, Instituto de Estudios Sociales Contemporáneos y Pontificia Universidad Javeriana, Instituto Pensar, 2007, p. 93-126.) and Southern theories by Santos ( 2018SANTOS, B. SOUSA The end of the cognitive empire: the coming of age of epistemologies of the South. Durham, NC: Duke University Press, 2018. 392p.). Views on emotion are supported by Barcelos (2005) and Aragão ( 2011ARAGÃO, R. C. Emoção no ensino/Aprendizagens de línguas. In: MASTRELLA-DE-ANDRADE, M. R. (Ed.). Afetividade e emoções no ensino/ aprendizagem de línguas: múltiplos olhares. Campinas: Pontes Editores, 2011, p. 163-189. Available at: https://www.researchgate.net/publication/321753736_Emocao_no_EnsinoAprendizagem_de_Linguas. Accessed on: 15 Apr. 2022.
https://www.researchgate.net/publication...
). Concerning silence, it draws on localized and meaningful aspects, as argued by Granger ( 2004GRANGER, C. A. Silence in second language learning. A psychoanalytic reading. Clevedon, UK: Multilingual Matters Ltd., 2004. 152p.) and King ( 2013KING, J. Silence in the second language classroom. London: Palgrave Macmillan, 2013. 211p.). The methodology is qualitative and interpretive, assuming my intersubjectivity ingrained in the aforementioned theories, which also inform my locus of enunciation to analyze the film in question. The participants are all volunteers chosen according to the sequence of their affirmative responses to want to become informants of this research. This group is formed of five professors, (under)graduate students of languages from public Brazilian universities. Working on and/or studying at public universities was crucial for the criterion concerning the invitations. The instruments to generate data include online individual interviews and questionnaires. One question of each of these modalities is sent to the participants via WhatsApp and/or email per term. This is the penultimate one. The partial results reveal that translanguaging might gain potentials for experimentation, setting emotion and silence into movements with religious, identitary, cultural and political issues, away from stability. Such movements embrace their own danger, relief and ambiguity, playing a crucial role in translanguaging for social justice.
Keywords:
Emotion in translanguaging; Silence; Decoloniality in English education