The Emergence of Bilingual Education Discourse in Brazil: Bilingualisms, Language Policies, and Globalizing Circumstances

Autor/in	Fortes, Laura
Titel	The Emergence of Bilingual Education Discourse in Brazil: Bilingualisms, Language Policies, and Globalizing Circumstances
Quelle	In: International Journal of Bilingual Education and Bilingualism, 20 (2017) 5, S.574-583 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2015.1103207
Schlagwörter	Foreign Countries; Portuguese; Bilingual Education; Language of Instruction; English (Second Language); Second Language Learning; Educational Policy; Discourse Analysis; Public Schools; Private Schools; Language Variation; Educational History; Bilingual Schools; Teaching Methods; Politics of Education; Learning Processes; Global Approach; Elementary Secondary Education; Brazil + Suchen Sie Ihr Suchwort? Ausland; Portugiesischunterricht; Bilingual teaching; Bilingualer Unterricht; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Politics of education; Bildungspolitik; Diskursanalyse; Public school; Öffentliche Schule; Private school; Privatschule; Sprachenvielfalt; History of education; Bildungsgeschichte; Bilingual scholl; Bilinguale Schule; Teaching method; Lehrmethode; Unterrichtsmethode; Educational policy; Learning process; Lernprozess; Globales Denken; Brasilien
Abstract	This paper discusses the social and political implications of the emergence of Portuguese-English bilingual education discourse in Brazil, which has been widely disseminated since the 1990s. Initially, a discursive analysis of prestige bilingualism concepts will be presented. Second, the issue of language policies will be addressed through the analysis of the discursive disjunction "public school English"/"private language school English." This will be followed by a brief discussion of the globalizing circumstances implied in internationalization practices of private educational provision in Brazil underlying the emergence of Portuguese-English bilingual schools in the country. Finally, these three issues will be articulated in order to understand bilingual education discourse in Brazil as emerging from and interacting with existing discursivities of English language teaching/learning practices which were historically and politically established in the national educational system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01