| Abstrakt: |
Translanguaging is both a concept and an attitude towards language and languaging in a world of super-diversity where it becomes a resource for, or an expression of, decolonisation in interactions for multilingual spaces. Created by the multimodal resources, life experiences, and various perspectives that participants bring to the scene, it includes gestures, postures, types of knowledge, familiarity with certain traditions, and ways of acting. It is linked to the possibility of "talking back", which is deeply submerged in a culture of silence since human beings are not built-in silence but are moved in/with word, work, and action-reflection. In this article, we discuss how, through translanguaging practices and stances during additional language classes, learners can gradually perceive, become conscious of, and critically deal with personal and social reality and its contradictions. This pedagogical article presents our reflection on a set of English classes for impoverished Brazilian adults who learn how to participate in an election process through a syllabus organised by social activities materialised through language. This reflection suggests that participants expand their repertoire and develop mobility to join different social activities by using all available resources in the translanguaging classroom. [ABSTRACT FROM AUTHOR] |
