From monolingualism to host multilingualism

This article aims to discuss the need for a change in language policies and educational practices in Brazil, promoting the appreciation of multilingualism and linguistic diversity, especially in school contexts that serve immigrants and refugees. The research explores the transition from a monolingual language policy to an approach that recognizes and values linguistic diversity, through an educational experience in a public school in the city of Dourados, Mato Grosso do Sul. The educational context is challenging, as these schools, which already had Indigenous students speaking Guarani, now receive a growing number of immigrants and refugees, such as Venezuelans and Haitians, who do not master Portuguese. The theoretical framework addresses linguistic repression and the need to recognize linguistic diversity as a valuable resource. The adopted methodology is qualitative, based on reports from students in the undergraduate programs of Language and Psychology who participated in the university extension project "Linguistic Solidarity," which involved monitoring elementary school classes with students from different language backgrounds over a semester. From qualitatively selected reports, the article seeks to (1) share situations that are often not discussed involving bi/multi/plurilingualism; (2) problematize the urgencies in this educational context, which is representative of other scenarios; and (3) promote a reflection that inspires political movements in favor of the rights of the community affected by the dynamics of monolingualism. The results highlight the feasibility and urgency of implementing changes in the teaching model, promoting a more inclusive and supportive educational environment aligned with the needs of a globalized world.

KEYWORDS:
Language Policy; Language Teaching; Immigrants; CODAs