Translanguaging and affection in building a Heritage Bilingualism

Authors

DOI:

https://doi.org/10.11606/issn.2238-8281.i50p95-113

Keywords:

Affection, Heritage language, Translanguaging, Translingual Practices, Family language policies

Abstract

This article examines family language policies in the transmission and ongoing formation of the heritage language (HL) within the Italian-Brazilian Conci-Maggio family. Anchored in a theoretical basis that underlines the relevance of affectivity for the preservation of HL, the study investigates the translanguaging practices of family members, with an emphasis on the analysis of interviews conducted using oral history methodology. Several generations of the family were interviewed in order to understand their experiences and perceptions of language use in the domestic environment. The article also discusses the concept of translanguaging as an approach that values cultural and linguistic diversity, challenging the traditional view of languages as independent systems. The analysis of the data demonstrates the flexibility of practices within the family and the results highlight affectivity as a central element in these family language practices. This study aims to contribute to a deeper understanding of the phenomenon of translanguaging in contexts of heritage bilingualism.

Downloads

Download data is not yet available.

Author Biographies

  • Gabrielle Cristina Baumann Salvatto, Federal University of Paraná

    She has a PhD in Italian Language, Literature and Culture from the Universidade de São Paulo (USP), a Master's degree from the same institution and a BA in Portuguese-Italian Language from the Universidade Estadual Paulista (Unesp). She did a sandwich internship at the Università di Bologna and took part in a training course for Italian teachers at the Accademia della Crusca. She studies Italian as a heritage language and culture, family language policies and translanguaging. She is a member of the Núcleo de Estudos de Cultura e Língua de Herança (NuCLiH). An Italian language teacher since 2014, she collaborates in the development of courses and the production of teaching materials for Brazilian students. She is currently a substitute professor in the Department of Modern Foreign Languages at the Federal University of Paraná (UFPR).

  • Fernanda Landucci Ortale, University of São Paulo

    She is a full professor of Italian Language at the Faculdade de Filosofia, Letras e Ciências Humanas, Universidade de São Paulo (USP). She has a degree in Languages from the Universidade Estadual de Campinas (UNICAMP) and a Master's and PhD in Applied Linguistics from the same university. Her Master's and PhD research deals with methodologies for the initial training of language teachers. Her post-doctoral research, carried out at the Universidade de Aveiro (2016) in Portugal, focuses on the teaching and training of teachers of Italian as a Heritage Language from a post-method perspective. She has published articles and book chapters on the revitalization of the Italian language in heritage contexts and is the leader of the Heritage Language Study Group in Brazil (GELHE) / CNPq.

References

BENEDINI, D. R. M. O português como herança na Itália: língua e identidades em diálogo. Tese (Doutorado) – Universidade Federal da Bahia, Salvador, 176 f., 2015.

CALVET, L. As Políticas Linguísticas. Florianópolis e São Paulo: Ipol/Parábola, 2007.

CANAGARAJAH, S. Translingual practice: Global Englishes and cosmopolitan relations. Routledge, 2013.

CORRIAS, V. Abrindo caminhos para o italiano língua de herança no Brasil: a formação de professores na perspectiva pós-método. 240 f. (Tese de doutorado) – Universidade de São Paulo, São Paulo, 2019.

GARCÍA, O. Bilingual education in the 21st century: A global perspective. Malden, MA and Oxford: Wiley/Blackwell, 2009.

GUARDADO, M. Language socialization in Canadian Hispanic communities: Ideologies and practices. Tese (Doutorado em Filosofia) – University of British Columbia, Vancouver, Canada, 2008. Disponível em <https://open.library.ubc.ca/cIRcle/collections/ubctheses/24/items/1.0066332>. Acesso em: 12 mar. 2024.

GUARDADO, M. Loss and maintenance of first language skills: Case studies of Hispanic families in Vancouver. Canadian Modern Language Review, v. 58, n. 3, 2002, p. 341-363. Disponível em: <http://www.researchgate.net/publication/240804543_Loss_and_Maintenance_of_First_Language_Skills_Case_Studies_of_Hispanic_Families_in_Vancouver>. Acesso em: 12 mar. 2024.

KOURITZIN, S. G. A mother’s tongue. TESOL Quarterly, v. 34, n. 2, 2000, p. 311-324.

LAO, C. Parents’ attitudes toward Chinese-English bilingual education and Chineselanguage use. Bilingual Research Journal, v. 28, n. 1, 2004, p. 99-121.

MEGALE, A. H. Memórias e histórias de professores brasileiros em escolas bi/multilíngues de elite. Tese (Doutorado em Linguística Aplicada) – Instituto de Estudos da Linguagem, Unicamp, Campinas, 2017.

MEIHY, J. C. S. B. Manual de história oral. 5a. ed. São Paulo: Edições Loyola, 2005.

MENDES, E. Vidas em Português: perspectiva culturais e identitárias em contexto de português língua de herança (PLH). Revista do Instituto Internacional da Língua Portuguesa, Cabo Verde, IILP, 2012.

MOZZILLO, I.; DE ALMEIDA, V. B. Políticas linguísticas em uma família de brasileiros nipo-descendentes. Revista de Letras Norte@mentos, [S. l.], v. 14, n. 37, 2021, p. 182-202. DOI: https://doi.org/10.30681/rln.v14i37.7754.

OH, J. S.; FULIGINI, A. The role of heritage language development in the adjustment of adolescents from immigrant backgrounds. Los Angeles: University of California, 2007.

ORTALE, F. L.; MAGGIO, G.; BACCIN, P. Identidade e bilinguismo em contexto de núcleo familiar de imigrantes italianos. Revista de Italianística, v. 30, 2015, p. 146-163. DOI: https://doi.org/10.11606/issn.2238-8281.v0i30p146-163.

ORTALE, F. L.; SALVATTO, G. C. B. Dai nonni ai nipoti: práticas familiares em língua de herança. Revista de Italianística, São Paulo, Brasil, n. 44, 2022, p. 162-176. DOI: https://doi.org/10.11606/issn.2238-8281.i44p162-176.

PARK, S. M.; SARKAR, M. Parents’ attitudes toward heritage language maintenance of their children and their efforts to help their children maintain the heritage language: a case study of Korean-Canadian immigrants. Language, Culture and Curriculum, Stanford, CA, v. 20, n. 3, p. 223-235, 2007.

PUPP SPINASSÉ, K. Os conceitos Língua Materna, Segunda Língua e Língua Estrangeira e os falantes de línguas alóctones minoritárias no Sul do Brasil. Revista Contingentia, 2006, v. 1, novembro, 2006. p. 01-10.

SALVATTO, G. C. B.; ORTALE, F. L. Em torno da mesa: um espaço para a transmissão da língua e da cultura de herança. Revista Horizontes de Linguistica Aplicada, [S. l.], v. 22, n. 2, p. DT6, 2023. DOI: https://doi.org/10.26512/rhla.v22i2.47009.

SALVATTO, G. C. B. Dai nonni ai nipoti: língua de herança e práticas translíngues em espaço familiar. 222 f. (Tese de doutorado) – Universidade de São Paulo, São Paulo, 2024.

SAKAMOTO, M. Raising bilingual and trilingual children: japanese immigrant parents’ child-rearing experiences. Tese (Doutorado em Filosofia) – Department of Curriculum, Teaching and Learning, Ontario Institute for Studies in Education of the University of Toronto, Toronto, Canada, 2000. Disponível em: https://tspace.library.utoronto.ca/bitstream/1807/13716/1/NQ53713.pdf. Acesso em: 12 mar. 2024.

SPOLSKY, B. Language policy: key topics in Sociolinguistics. Cambridge: Cambridge, 2004.

SUAREZ, D. The paradox of linguistic hegemony and the maintenance of Spanish as a heritage language in the United States. Journal of Multilingual and Multicultural Development, v. 23, p. 512-530, 2002.

TANNENBAUM, M. Family language policy as a form of coping or defence mechanism. Journal of Multilingual and Multicultural Development, n. 33(1), p. 57-66, 2012. DOI: https://doi.org/10.1080/01434632.2011.638074.

YIP, J., GARCÍA, O. Translinguagens: recomendações para educadores. Iberoamérica Social: revista-red de estudios sociales, v. 5, n. 9, p. 164-177, 2018. Disponível em: https://iberoamericasocial.com/translinguagens-recomendacoes-educadores. Acesso em: 04 de abril de 2024.

WONG FILLMORE, L. When learning a second language means losing the first. Early Childhood Research Quarterly, v. 6, p. 323-346, 1991.

Downloads

Published

2024-12-31

Issue

No. 50 (2024)

Section

Articles

License

Copyright (c) 2025 Revista de Italianística

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

A revista retém os direitos patrimoniais dos artigos e os publica simultaneamente sob uma Licença Creative Commons-Atribuição-Não Comercial-Sem Derivações.

How to Cite

Salvatto, G. C. B. ., & Ortale, F. L. (2024). Translanguaging and affection in building a Heritage Bilingualism. Revista De Italianística, 50, 95-113. https://doi.org/10.11606/issn.2238-8281.i50p95-113