{"id":53601,"date":"2023-01-20T18:07:35","date_gmt":"2023-01-20T18:07:35","guid":{"rendered":"https:\/\/blogs.ua.pt\/cidtff\/?p=53601"},"modified":"2023-01-20T18:07:35","modified_gmt":"2023-01-20T18:07:35","slug":"capitulo-i-am-half-german-and-half-brazilian-childrens-perspectives-on-learning-portuguese-as-a-heritage-language-in-a-non-formal-context-and-its-relationship-with-lingui","status":"publish","type":"post","link":"https:\/\/cidtff.web.ua.pt\/blog\/?p=53601","title":{"rendered":"Cap\u00edtulo | \u201cI am half German and half Brazilian\u201d: children\u2019s perspectives on learning Portuguese as a heritage language in a non-formal context and its relationship with linguistic identity"},"content":{"rendered":"
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Juliane Costa W\u00e4tzold & S\u00edlvia Melo-Pfeifer (CIDTFF) | Addressing future challenges in early language learning and multilingual education<\/em>, pp. 49-54<\/strong><\/p>\n\n\n\n

Introduction<\/strong>:<\/strong><\/p>\n\n\n\n

Studies concerning Heritage Language (HL), intergenerational transmission and family language policies from a parents\u2019 perspective are already abundant (for example: Tse, 2001; Schwartz, 2010; Spolsky, 2012; Moroni, 2018; De Houwer, 2015). In contrast, studies focusing on the perspective of learners are still scarce (some exceptions: Melo-Pfeifer, 2015; Wilson, 2020). Therefore, our case study presents the results of a research on children\u2019s perception of Portuguese as heritage language (PHL) obtained from learners (aged 6 -12) in a non-formal learning context in Germany. The data were collected in a federal state that lacks formal provision of HL tuition (Reimann, 2014). Based on the data obtained, we show, discuss, and analyze the perspectives of PHL learners on their identity, focusing on the status they attribute to this language as well as to the relationship they establish between PHL and their multilingual identity. The study allows us to highlight elements of bilingual children\u2019s identity construction process.<\/p>\n\n\n\n

ver mais<\/a><\/p>\n\n\n\n

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Refer\u00eancia:<\/strong>
W\u00e4tzold, J. C., & Melo-Pfeifer, S.(2022). \u201cI am half German and half Brazilian\u201d: children\u2019s perspectives on learning Portuguese as a heritage language in a non-formal context and its relationship with linguistic identity. In B. Cortina-P\u00e9rez, A. And\u00fagar, A. \u00c1lvarez-Cofi\u00f1o, S. Corral, N. Mart\u00ednez Le\u00f3n & A. Otto (Eds.), Addressing future challenges in early language learning and multilingual education<\/em> (pp. 49-54). Dykinson. https:\/\/www.dykinson.com\/libros\/addressing-future-challenges-in-early-language-learning-and-multilingual-education\/9788411228022\/<\/p>\n","protected":false},"excerpt":{"rendered":"

Juliane Costa W\u00e4tzold & S\u00edlvia Melo-Pfeifer (CIDTFF) | Addressing future challenges in early language learning and multilingual education, pp. 49-54 Introduction: Studies concerning Heritage Language (HL), intergenerational transmission and family language policies from a parents\u2019 perspective are already abundant (for example: Tse, 2001; Schwartz, 2010; Spolsky, 2012; Moroni, 2018; De Houwer, 2015). In contrast, studies […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[14,35,5],"tags":[],"class_list":["post-53601","post","type-post","status-publish","format-standard","hentry","category-destaques","category-livros-capitulos","category-publicacoes"],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t