- SOUZA, A. & MELO-PFEIFER, S. (Ed.) (2021). Portuguese as a Heritage Language in Europe: a pluricentric perspective. Campinas: Pontes. (original) (raw)

Growing up between two worlds: Portuguese as a heritage language in Spain

Language and culture are part of the identity construction of individuals. When a child grows up in a different country of his parents, his identity will be more complex, since there's an alive language and culture in his familiar environment, nevertheless, different from the majority language and culture of the country he lives. This paper addresses to recognize the strategies of 11 Brazilian relatives immigrated to Spain to transmit the Portuguese as a heritage language to their children who live in Spain. The results point to an awareness about their primordial role in the heritage language transmission. Moreover, they recognize the support of an institution in order to minimize the communication restriction contexts in this language.

New Paradigms Regarding the Portuguese Language and the Lusophone Diasporas in the Unites States

As Brazil became a stronger player in the global economy, the Lusophone communities have also become the target of renewed interest in the recent years. Spurred by these new perspectives and by a newfound appreciation of the Portuguese-speaking Diasporas, Luso-Brazilian communities in the U.S. have increased their political and economic influence in the last decade. This factor, coupled with the need for professionals fluent in Portuguese and with and understanding of the cultural intricacies, has been fueling the interest for Portuguese as second language and as a heritage language, including by the U.S. government. Language is one of the most important components of union, self-assertion and pride in any immigrant group, and this recent interest brings a new perception by these groups. This study examines some of the factors that led to this change of mentality regarding Brazil and the Portuguese language, the influences that this new scenario has exercised in the Llusophone Diasporas and the prospects for these same communities under this new paradigm. Perspectives 8

THE PORTUGUESE LANGUAGE IN BRAZIL: MULTIPLE PEOPLES, MULTIPLE FORMS

Diadorim, 2019

This paper looks at the role of African, Amerindian, and Portuguese peoples in shaping and spreading the Portuguese language in Brazil from an interdisciplinary approach. Drawing from secondary and primary sources-such as Antônio da Costa Peixoto's New Book of the Mina General Language (1741) and Friar Cannecattim's Dictionary of the Bunda or Angolan Language (1804)-it explores the interplay between language, power, and identity to historicise the process by which Portuguese became the primary language in Brazil, despite its multilingual landscape. In doing so, it challenges the idea that the spread of Portuguese and language shift was always a conscious product of the Portuguese Crown and a result of open violent imposition. On the contrary, the spread and consolidation of Portuguese deeply depended on the missionaries, the population, and symbolic colonial practices. Additionally, the fact that Portuguese prevailed as the main language spoken in Brazil has not precluded it from being profoundly intertwined with Amerindian and African languages. Such languages formed a multilingual society, being largely responsible for the differentiation between European and Brazilian Portuguese.

Portuguese Migrants and Portugal: Elite Discourse and Transnational Practices

Nancy L. Green, Roger Waldinger (eds), A Century of Transnationalism: Immigrants and their Homeland Connections, Urbana, Illinois University Press, 2016

Histories of Portuguese emigration often begin with a reference to a famous 1978 article by Vitorino Magalhães Godinho that characterized emigration as a "structural constant" 1 of Portuguese society. Working within a Braudelian perspective, Magalhães Godinho endeavored to pinpoint the deep structures of Portuguese society, perceiving emigration within the longue durée. However, this structuralist point of view, taken up by many authors since, has often foreclosed discerning the singularities of each historical period, and of each migratory flow. Moreover, as critiques of structuralist history have highlighted, the search for structures and permanencies virtually shuts out agents, their capacity for initiative and their strategies. Hence in many works migrants are depicted as marionettes whose strings are pulled by the invisible forces of international capitalism.

BOOK SERIES The Portuguese Speaking World: Its History, Politics and Culture

This new series will publish high-quality scholarly books on the entire spectrum of the Portuguese-speaking world, with particular emphasis on the modern history, culture, and politics of Portugal, Brazil, and Africa. The series, which will be open to a variety of approaches, will offer fresh insights into a wide range of topics covering diverse historical and geographical contexts. Particular preferences will be given to books that reflect interdisciplinarity and innovative methodologies. The editors encourage the submission of proposals for single author as well as collective volumes. A proposal form can be downloaded from the Press website at http://www.sussex-academic.com/, and following the link to " Publishing your book with SAP "

Portuguese as a primary modern foreign language in the United Kingdom: the teachers’ perspectives

Revista Educação Sociedade & Culturas, 2016

Recent reports accentuate that the UK needs a more robust Modern Foreign Language (MFL) policy. These developments have culminated in the introduction of MFL as a statutory subject at primary level, which has prompted foreign cultural institutes to promote the learning of foreign languages in primary schools. This paper sets out to depict the perspectives of the teachers involved in schemes of Portuguese as a MFL promoted by Instituto Camões in partnership with three London schools. An examination of the teachers' views suggests that the language spread initiatives would benefit from further sensitivity towards the established teaching/learning culture so as to create sustainable schemes of language provision. Keywords: primary education, language policy in Europe, Portuguese as a foreign language, Portuguese as a heritage language Português como língua estrangeira no ensino básico britânico: a Perspetiva dos Professores Resumo: Vários relatórios têm alertado para a necessidade de se adotar uma política robusta de aprendi-zagem de línguas estrangeiras no Reino Unido. Estes desenvolvimentos culminaram na introdução das línguas estrangeiras como disciplina obrigatória no ensino primário, o que justificou a promoção da aprendizagem de línguas por parte de institutos culturais estrangeiros. Este artigo traça um retrato das perceções dos professores envolvidos em experiências de português como língua estrangeira promo-vidas pelo Instituto Camões em parceria com três escolas londrinas. Da auscultação das perceções dos professores conclui-se que, para se criarem estruturas sustentáveis de ensino de português no Reino Unido, é necessária uma maior sensibilidade em relação à cultura local de ensino/aprendizagem. Palavras-chave: ensino básico, políticas de língua na Europa, português como língua estrangeira, ensino de português no estrangeiro