Questão 66652

A new English teacher is hired to work at a public school in a Brazilian city near the border with Guyana. She observes that the school's linguistic policy, as stated in its official pedagogical project, is strictly monolingual and assimilationist. The policy mandates an 'English-only' rule in the classroom and the adopted textbook, published in the United States, exclusively portrays white, middle-class American culture. This policy completely ignores the rich linguistic reality of the students, many of whom are bilingual or multilingual, speaking Portuguese, English-based creoles from Guyana, and indigenous languages. The teacher feels this approach is not only pedagogically inefficient but also culturally damaging, as it devalues the students' linguistic repertoires. She wants to advocate for a more inclusive and pluralistic language policy in the school. During a faculty meeting, she decides to introduce the concept of 'translanguaging'. She explains it using a quote from her recent studies: 'Translanguaging is not code-switching. It is the natural and dynamic practice of bilinguals who draw upon their full linguistic repertoire to make meaning. A translanguaging pedagogy in the ELT classroom does not see the students' L1 (or L3, L4...) as an obstacle to be overcome, but as a cognitive and semiotic resource to be strategically leveraged for learning.' She wants to propose a concrete project that embodies this philosophy.

Based on a translanguaging pedagogy, which of the following project proposals would be the most appropriate and powerful for this specific context?