Drawing on the concept of ideology proposed by Voloshinov (1929 [1999], Marxismo e filosofia da linguagem: Problemas fundamentais do método sociológico na ciência da linguagem. Trad. Michel Lahud; Yara Frateschi Vieira 9 ed. São Paulo: Editora Hucitec.) and on the notion of language ideology (Woolard 1998, Introduction. In Bambi B. Schieffelin, Kathryn A. Woolard & Paul V. Kroskrity (eds.), Language ideologies practice and theory, 3–47. Oxford: Oxford University Press; Kroskrity 2004, Language ideologies. In Alessandro Duranti (ed.), A companion to linguistic anthropology, 496–517. Blackwell Publishing), this paper addresses language ideologies expressed by participants of an Academic Writing course taught to undergraduate students majoring in English and Portuguese in a public university in Rio de Janeiro, Brazil. The data from which participants’ language ideologies are interpreted come from two literacy events that integrate a wider set of literacy practices (Street 2000, Literacy events and literacy practices. In Marilyn Martin-Jones & Kathryn E. Jones (eds.), Multilingual literacies: Comparative perspectives on research and practice, 17–29. Amsterdam: John Benjamin’s, Street 2009, Ethnography of writing and reading. In David R. Olson & Nancy Torrance (eds.), The Cambridge handbook of literacy, 329–345. Cambridge: Cambridge University Press) in which participants engaged in Moodle, the virtual learning environment of the course. Concerning students’ positions, the analysis depicts how they entextualize ELF scholars’ language ideologies to either (re/de)construct their own standard *Corresponding author: Paula Tatianne Carréra Szundy, Faculty of Language and Literature, Federal University of Rio de Janeiro (UFRJ), Rio de Janeiro, RJ, Brazil, E-mail: ptszundy@gmail.com JELF 2017; 6(1): 167–192

中文翻译：

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巴西将英语作为通用语的语言意识形态：本科生表达的立场冲突

用于解释参与者语言意识形态的数据来自两个整合了更广泛的扫盲实践的扫盲事件（Street 2000，扫盲事件和扫盲实践。在 Marilyn Martin-Jones & Kathryn E. Jones (eds.), Multilingual literacy ：研究与实践的比较观点，17-29。阿姆斯特丹：约翰本杰明，2009 年街道，写作和阅读民族志。在大卫 R.奥尔森和南希托兰斯（编辑），剑桥扫盲手册，329-345。剑桥：剑桥大学出版社），其中参与者参与了课程的虚拟学习环境 Moodle。关于学生的立场，分析描述了他们如何将 ELF 学者的语言意识形态具体化以（重新/去）构建他们自己的标准 *通讯作者：Paula Tatianne Carréra Szundy，里约热内卢联邦大学（UFRJ）语言与文学学院，巴西里约热内卢，电子邮件：ptszundy@gmail.com JELF 2017；6(1): 167–192