Abstract
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 native-based language ideology about English or to reinforce this same ideology. The paper also examines the stance adopted by the professor in her responses to students’ writings in terms of both her ideological alignment with theories that challenge the role of the native speaker as English expands worldwide and her resistance to naïve and romantic views of this expansion.
Resumo
Com base no conceito de ideologia proposto por 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) e na noção de ideologia linguística (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), o presente artigo pretende refletir sobre ideologias linguísticas expressas por alunos de graduação em Letras, Português e Inglês, de uma universidade pública do Rio de Janeiro, Brasil. As ideologias linguísticas dos participantes são interpretadas a partir de dados decorrentes de dois eventos de letramento que integram um conjunto mais amplo de práticas de letramento (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) em que os participantes se engajaram no Moodle, ambiente virtual de aprendizagem do curso em tela. Em relação às posições expressas pelos/as alunos/as, a análise revela como esses/as entextualizam ideologias linguísticas defendidas por pesquisadores no campo de Inglês como Língua Franca tanto para (re/des)construir quanto para reforçar ideologias linguísticas orientadas pela crença em variedades padrões de Inglês determinadas por falantes nativos. O artigo também examina o posicionamento da professora em suas respostas às produções escritas dos/as alunos/as em termos do seu alinhamento ideológico com teorias que questionam o mito do falante nativo perante a expansão mundial do Inglês e da sua resistência à visões ingênuas e românticas dessa expansão.
Funding statement: This article was written as part of my postdoctoral research fellowship at King’s College London, supported by CAPES Foundation, Ministry of Education of Brazil (grant number 99999.002817/2015-02).
About the author
Paula Tatianne Carréra Szundy is Professor of English and Applied Linguistics in the Federal University of Rio de Janeiro (UFRJ), Rio de Janeiro, Brazil, where she teaches and supervises both undergraduate and graduate students. She was the president of the Association of Applied Linguistics of Brazil (ALAB) from 2009 to 2011 and once again from 2016/17. Her research interests include English as an Additional Language teaching and learning processes, teacher education, speech genres and teaching, literacy practices at school and university and language ideologies.
Acknowledgements
I am very grateful to Brian Street, Constant Leung and Martin Dewey for their comments on an earlier draft. I would also like to thank Barbara Seidlhofer and the two reviewers of JELF for their valuable contribution for the rewriting process of this paper. Persistent problems and shortcomings are my responsibility.
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