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Learning Portuguese, constructing identity: a single-case study of a Pakistani student in Brazil

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Abstract

Due to growing interest in less common languages, Portuguese as an additional language has seen a rise in popularity, particularly in academic settings. Despite this, research on foreign graduate students learning Portuguese in Brazil remains scarce. This study investigates the cultural and identity (re)construction of one such student. Grounded in Vygotsky’s (1978) theory and informed by the Sociocultural Theory of Second Language Development (Lantolf, 2013) and investment theory developed by Bonny Norton (1995), which emphasize identity and motivation, we explore the experiences of a foreign graduate student at a southern Brazilian public university. Our analysis reveals a complex interplay between language development and cultural integration, ultimately suggesting the participant achieved his academic and professional goals - including successful completion of Portuguese courses - through language proficiency. By recollecting Abdul’s Muslim identity, it becomes clearer how social identities are constructed and reconstructed in and from social interactions. This highlights the limitations of simplistic views about learning - they are far more intricate than we often realize. The interplay between social interactions, power dynamics, and language development becomes clear: these elements are fundamentally linked. Keywords: Portuguese as an additional language; identity theory; sociocultural theory; exchange graduate students
https://dx.doi.org/10.1590/1678-460X202440266668
Articles
Learning Portuguese, constructing identity:
a single-case study of a Pakistani student in Brazil
Aprendizagem do português, construção de
identidade: um estudo de caso de um estudante
paquistanês no Brasil
Camila Quevedo Oppelt
1
ABSTRACT
Due to growing interest in less common languages, Portuguese as an additional
language has seen a rise in popularity, particularly in academic settings. Despite
this, research on foreign graduate students learning Portuguese in Brazil remains
scarce. This study investigates the cultural and identity (re)construction of
one such student. Grounded in Vygotsky’s (1978) theory and informed by the
Sociocultural Theory of Second Language Development (Lantolf, 2013) and
investment theory developed by Bonny Norton (1995), which emphasize identity
and motivation, we explore the experiences of a foreign graduate student at a
southern Brazilian public university. Our analysis reveals a complex interplay
between language development and cultural integration, ultimately suggesting
the participant achieved his academic and professional goals – including
successful completion of Portuguese courses – through language prociency. By
recollecting Abdul’s Muslim identity, it becomes clearer how social identities are
constructed and reconstructed in and from social interactions. This highlights the
limitations of simplistic views about learning – they are far more intricate than
we often realize. The interplay between social interactions, power dynamics, and
language development becomes clear: these elements are fundamentally linked.
Keywords: Portuguese as an additional language; identity theory; sociocultural
theory; exchange graduate students.
1. Instituto Federal Sul-rio-grandense - Campus Pelotas. Pelotas, Rio Grande do Sul - Brasil.
https://orcid.org/0000-0003-1054-9737. E-mail: camila.quevedo-oppelt@fulbrightmail.org
This content is licensed under a Creative Commons Attribution License, which permits
unrestricted use and distribution, provided the original author and source are credited.
D.E.L.T.A., 40-2, 2024 (1-23): 202440266668
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RESUMO
Com o crescente interesse por idiomas menos comuns, o Português como
Língua Adicional (PLA) vem ganhando popularidade, principalmente no
âmbito acadêmico. Apesar disso, pesquisas sobre estudantes estrangeiros
de pós-graduação aprendendo português no Brasil ainda são escassas. Este
estudo investiga a reconstrução cultural e identitária de um desses estudantes.
Ancorado na teoria de Vygotsky (1978) e embasado na Teoria Sociocultural da
Aprendizagem de Segunda Língua (Lantolf, 2013) e na teoria do investimento
(Norton, 1995), exploramos as experiências de um estudante estrangeiro de pós-
graduação em uma universidade pública do sul do Brasil. Nossa análise revela
uma interação complexa entre o desenvolvimento da linguagem e a integração
cultural, sugerindo que o participante alcançou seus objetivos acadêmicos e
prossionais - incluindo a conclusão bem-sucedida dos cursos de português - por
meio da prociência linguística. Ao revisitar a identidade muçulmana de Abdul,
ca mais claro como as identidades sociais são construídas e reconstruídas
nas interações sociais. Isso destaca as limitações das visões simplistas sobre
a aprendizagem - são muito mais intrincadas do que costumamos perceber. A
interação entre interações sociais, dinâmicas de poder e desenvolvimento da
linguagem torna-se clara: esses elementos estão fundamentalmente ligados.
Palavras-chave: Português como língua adicional; teoria da identidade; teoria
sociocultural; estudantes de pós-graduação em intercâmbio.
1. Introduction
The crucible of World War II witnessed the birth of Applied Linguistics
in the mid-20th century, particularly English for strategic purposes (Richards
& Rodgers, 2014). This period not only yielded innovative teaching
methodologies but also laid the groundwork for ongoing collaboration
between linguists and language educators (Cavallcanti, 1986; Rodrigues
& Cerutti-Rizatti, 2011). Applied Linguistics has since blossomed into a
multifaceted discipline encompassing a diverse range of subelds (Richards
& Rodgers, 2014). The dissemination of Lev Vygotsky’s groundbreaking
theories, for instance, further fueled this burgeoning eld, emphasizing
the social and cultural dimensions of language acquisition. This evolution
reects a growing recognition of the complexities involved in language
learning and the need for methodologies that cater to individual needs and
diverse learning contexts.
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In recent decades, Applied Linguistics has embraced the study of
languages beyond the traditional dominance of English. Researchers are
now actively exploring heritage languages (Altenhofen & Schlatter, 2007),
contact languages where communities interweave and inuence each other’s
linguistic forms (Braga et al., 2011), and even endangered languages facing
the threat of disappearing altogether (Hale et al., 1992). This broadening
perspective reects the increasingly interconnected and multilingual world
we inhabit, and the recognition that language learning transcends mere
communication – it is a gateway to cultural understanding and identity
exploration.
This expanding focus on diverse languages aligns perfectly with the
rising interest in Portuguese as an Additional Language (Abeledo et al,,
2014; Aguiar, et al., 2013; Bizarro, 2012; Carvalho & Schlatter, 2011;
Furtoso & Rivera, 2013; Oliveira, 2013; Shibayama, 2017; Silva, 2010;
Silva et al., 2017). From the umbrella term of Portuguese as an Additional
Language—and the also comprehensive term Portuguese as a Second
or Foreign Language—, there have been investigations interested in:
Contact Portuguese (Altenhofen & Margotti, 2011), also called Ethnic
Portuguese (Amado, 2012); Portuguese as a Host Language (Pereira,
2017; Amado, 2013); Portuguese as an Additional Language for the
Deaf (Pereira, 2014; Lodi, 2011); Portuguese for Indigenous Peoples
(Santos, 2018a, 2018b); Portuguese for Immigrant Worker Communities
(Baganha et al., 1999); and Portuguese as a Heritage Language2
(Santos & Flores, 2013; Flores & Barbosa, 2011), to name only a few.
However, a signicant gap remains in our understanding of how foreign
graduate students in Brazil navigate the unique challenges of acquiring
Portuguese while simultaneously integrating into academic and cultural
life. While existing research on PAL classrooms often relies on prociency
tests as the primary measure of learning, it overlooks the rich and nuanced
experiences of these students. Given the increasing number of foreign
students pursuing graduate studies in Brazil, and the growing recognition
of language learning as a multifaceted process intertwined with cultural
immersion and identity (re)construction, this lack of research on their
specic experiences presents a crucial opportunity for further investigation.
2. On Portuguese as a heritage language, an emerging context especially in the US (Furtoso &
Rivera, 2013), the non-prot cultural organization Brasil em Mente founded in 2009 with the
sole purpose of promoting the Portuguese language, created the Day of Portuguese as a Heritage
Language, celebrated around the world on May 16th.
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This study aims to address this critical gap by examining the cultural and
identity (re)construction of a foreign graduate student learning Portuguese
in Brazil. By delving into this individual’s journey, we hope to shed light
on the intricate interplay between language development, academic success,
cultural integration, and ultimately, self-discovery within the Brazilian
context.
2. Beyond individual dierences: a sociocultural lens on
language learning
This study ventures into the intricate world of acquiring an additional
language (ALL) by harnessing the power of Sociocultural Theory (SCT),
a perspective pioneered by Lev Vygotsky. SCT contends that learning is
fundamentally a social endeavor, meticulously sculpted by the interactions
we have within the rich tapestry of our cultural context. These interactions
transcend the realm of passive exchanges; they are mediated by culturally
constructed tools and symbols, such as language itself or a particular
technology designed to facilitate learning. By delving into how learners
engage with these mediational means, we gain a deeper understanding of
the cognitive processes that underpin ALL.
Core tenets of SCT include, but are not limited to: mediation, the Zone
of Proximal Development (henceforth ZPD) and internalization. Vygotsky
underscored the pivotal role of mediational means, which can encompass
both material objects (textbooks, computers) and symbolic tools (language
itself). In the context of ALL, these means play a critical role in shaping
learner interactions. A textbook, for instance, oers structured access to
language acquisition through vocabulary lists, grammar explanations,
and exercises. Social interaction with a native speaker, on the other hand,
aords opportunities for practicing conversation in real-time and receiving
immediate feedback. Both the textbook and the interaction with a native
speaker function as mediational means, albeit in distinct ways, inuencing
how learners approach, grasp, and internalize the target language.
The Zone of Proximal Development (ZPD) sheds light on the space
between what a learner can achieve independently and what they can
accomplish with support. In the realm of ALL, the ZPD is particularly
relevant when considering the role of a More Knowledgeable Other (MKO),
such as a teacher or a uent speaker. The MKO provides scaolding, a
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form of temporary assistance tailored to the learner’s current abilities. This
scaolding can take various forms, such as providing sentence starters during
conversation practice or oering corrective feedback on written work. As the
learner progresses and internalizes new linguistic skills, the MKO gradually
reduces the scaolding, allowing the learner to operate more independently
within the target language.
SCT also emphasizes the process of internalization, where learners
transform acquired knowledge and skills into mental processes. In ALL, this
translates to learners not only memorizing vocabulary or grammar rules,
but also integrating them into their mental framework for language use.
Eective ALL environments foster internalization by providing opportunities
for learners to move beyond rote memorization and practice using the target
language in meaningful contexts. This could involve role-playing real-life
scenarios, engaging in discussions about topics of personal interest, or
creating multimedia projects that necessitate applying language skills in a
comprehensive way.
More specically to additional language learning, for the purposes of
this study, we highlight the concepts of scaolding, aordances, and agency.
As previously mentioned, scaolding is a crucial aspect of supporting
learners within their ZPD. The concept, introduced by Wood, Bruner, and
Ross (1976), builds upon Vygotsky’s ZPD. It emphasizes the dynamic
nature of support, where the MKO adjusts the level and type of scaolding
based on the learner’s progress and needs. Effective scaffolding can
signicantly impact ALL by ensuring learners are appropriately challenged
but not overwhelmed, ultimately fostering their autonomy in language use.
Scaolding can evolve over time, starting with more explicit guidance
and gradually transitioning towards more implicit support as the learner’s
prociency increases.
Aordances, a concept introduced by James Gibson (1977), highlights
the possibilities for action or interaction provided by the environment or
tools. In ALL, aordances can be found in various aspects of the learning
environment. A well-designed language learning app, for instance, might
aord opportunities for personalized practice exercises and gamied
learning experiences, making language learning more engaging and
interactive. Conversely, a classroom with limited opportunities for
speaking practice might oer fewer aordances for developing spoken
uency. By understanding the aordances and constraints of the learning
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environment, educators can design more eective ALL experiences that
cater to learners’ diverse needs and learning styles. This might involve
incorporating technology that promotes collaboration and communication,
creating opportunities for learners to interact with native speakers outside
the classroom, or designing projects that leverage the aordances of the
surrounding community.
While SCT emphasizes the role of social interaction and cultural tools in
shaping learning, it also acknowledges the learner’s agency. Agency refers
to the learner’s ability to make choices, set goals, and actively participate
in their own learning journey. In ALL, this translates to learners taking
ownership of their language learning process. Eective ALL environments
foster learner agency by providing opportunities for choice, encouraging self-
reection, and promoting intrinsic motivation. This could involve allowing
learners to choose topics of interest for projects, providing opportunities
for self-assessment, or incorporating learner feedback into the design of
learning activities.
By drawing on the tenets of SCT and related concepts, this study
underscores the significance of social interaction, culturally relevant
tools, and scaolded support in the process of ALL. Understanding how
these factors inuence how learners engage with and internalize the target
language paves the way for designing more eective and engaging learning
environments. Ultimately, this framework allows us to move beyond a purely
mechanistic view of language acquisition and embrace the rich social and
cultural dimensions that shape language learning.
3. Unveiling the learner: a social identity framework
Beyond the traditional focus on individual dierences and cognitive
abilities, this study explores the concept of learner identity within the context
of Second Language Acquisition (SLA). This framework, informed by the
work of Bonny Norton, emphasizes the dynamic nature of identity and its
profound inuence on the language learning process.
Norton’s Social Identity Theory presents a poststructuralist, sociocultural
perspective on learner characteristics. Here, we delve into ve key constructs
that illuminate the multifaceted nature of learner identity: social identity,
power, investment, and imagined identity and imagined community. Social
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Identity forms the central pillar of Norton’s theory (2000). It refers to the
uid and context-dependent sense of self that learners develop within
their social surroundings. This identity is constantly shaped and reshaped
by interactions within various communities and power structures. Power
relations play a crucial role in inuencing learner agency. Unequal power
dynamics can limit or expand opportunities for learners to engage in shaping
their identities within the target language. For example, a learner from a
marginalized background might face challenges in asserting their voice or
expressing themselves condently in the target language due to existing
power structures.
Norton introduces the concept of investment, which goes beyond
traditional notions of motivation. Investment refers to the learner’s
emotional, psychological, and social commitment to acquiring the target
language. Learners invest in language learning when they perceive it as
valuable for achieving their goals and integrating into new communities.
Imagined Identity and Imagined Community highlight the role of aspirations
and dreams in shaping learner identity. Learners develop an “imagined
identity” a future self who is procient in the target language and
seamlessly integrated into the target language community. This imagined
identity serves as a powerful motivator to invest time and eort in language
learning.
Norton’s framework transcends a purely cognitive view of language
learning. Language is conceptualized not merely as a system of
communication, but as a social practice. Through interaction with the
target language, learners actively construct and co-construct meanings,
experiences, and ultimately, their evolving identities within the target
language community. Building upon Vygotsky’s ideas on the social nature
of learning, Norton views SLA as a fundamentally social and interpersonal
activity. Language learning is not conned to the classroom walls; it extends
into diverse sociocultural settings where learners actively participate in
shaping their identities through interactions with others. This ongoing
process of identity construction is inuenced by both individual aspirations
and the broader social context in which learning occurs.
By integrating the tenets of Norton’s Social Identity Theory, this study
aims to move beyond traditional views of learners as passive recipients of
information. This framework acknowledges the complex interplay between
social context, power dynamics, and individual agency in shaping learner
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identity, ultimately inuencing the trajectory of their second language
acquisition journey. Furthermore, understanding learner identity through
this lens allows educators and researchers to tailor their approaches to better
support learners. By recognizing the dynamic nature of social identity and its
connection to investment in language learning, educators can design learning
environments that foster positive identity construction. This might involve
incorporating culturally relevant materials and activities that resonate with
learners’ aspirations and backgrounds.
Moreover, exploring learner identity through a social identity framework
opens doors for future research endeavors. Investigating the impact of
power structures on language learning motivation, for instance, could yield
valuable insights into how to create more equitable and inclusive learning
experiences. Additionally, research exploring the role of technology in
facilitating connections between learners and diverse target language
communities could oer valuable guidance for educators seeking to leverage
technology to enhance language learning. In conclusion, by acknowledging
the multifaceted nature of learner identity and its profound inuence on
SLA, we gain a deeper understanding of the complex dynamics at play in
the language learning process. This understanding empowers educators and
researchers to foster more eective and empowering learning experiences
for all.
4. Navigating language and identity: a research design for a
case study
This study3 investigates the dynamic relationship between
social identity reconstruction and Second Language Acquisition
(SLA) through a single-case study design. The participant, Abdul4,
is a Pakistani graduate student enrolled in a Brazilian university’s doctoral
program in Agronomy. The research was conducted at a public university
in Southern Brazil, known for its diverse student body. The university
oers Portuguese as an Additional Language (PAL) courses for incoming
students, with a curriculum emphasizing communicative task-based learning.
3. This study has been approved by a research ethics committee (process number 2.893.105)
and by the Health Department.
4. We have adopted the policy of ‘blanket anonymization’ to ensure the participants’ condentia-
lity and anonymity and, therefore, use a pseudonym throughout this study. For the same reason,
we do not mention the specic site (city) for this study.
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Purposeful sampling was employed to select Abdul. His perseverance in
attending PAL courses and his reliance on Portuguese for academic success
made him a suitable candidate to explore the connection between language
learning and identity reconstruction.
Data generation instruments, collected from October 2018 to July 2019,
utilizing both qualitative and quasi-statistical methods was employed for
data triangulation. These methods included: Semi-structured Interviews,
Classroom Observations, Group and Individual Meetings, “Real World
Interaction” Observations (in everyday settings outside the classroom).
This analysis focused on two key areas: social identity and language
development. To understand Abdul’s shifting self-perception as a Portuguese
speaker and his sense of belonging within the Brazilian community, the
analysis centered on his “imagined identity” and “imagined community”
representations as depicted in his responses throughout the study. Particular
attention was paid to changes in his narratives across the data collection
period, as these narratives oered valuable insights into how his experiences
with the language shaped his aspirations and sense of self. This combined
analysis, where social identity and language development were investigated
in tandem, illuminates the phenomenon of SLA from a sociocultural
perspective.
5. Abdul’s cultural identity charging his language development
Abdul initially struggled to learn the language, showing a slow (albeit,
stable) development in most of his rst year in the country. Nonetheless,
numerous unfortunate experiences with unsympathetic locals—due mainly
to his cultural identity and religious beliefs—have not thwarted him from
further investing and engaging in social interactions in Portuguese. In his
rst four months in the country, Abdul realized he was inserted in a culture
in which there was resistance to certain foreigners. In a sense, unless Abdul
redened his identity, his chances of membership in this new community
were particularly limited. He could either perpetuate his foreigner status and
retort locals’ comments, he could accept a marginalized status and endure the
caustic remarks towards his nationality with insouciance and dry humor, or
he could claim an alternative status that would provide him with an expanded
set of possibilities. Abdul chose the last option, reconstructed his identity,
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and reaped the rewards. In this section, we convey an appreciation of his
language learning development apropos of his identity and investment.
When Abdul arrived in the country, he hardly knew any Portuguese.
Before his arrival, he had attempted to learn from a language learning
cellphone application and mentioned a curious anecdote about the use of
Portuguese words by Pakistanis:
I want to tell you a funny thing is that when the mobile phones are [inaudible] in
Pakistan we use to write in many styles. We are writing in English we also write
in styles. So, we use words in Portuguese to write in styles. If we are going to
write a word like color, we use this. We don’t know what does that means, we
just write that, in styles.
Excerpt 31: Interview, October 2018
Therefore, Abdul initially relied (almost exclusively) on the Portuguese
course for foreigners provided by the university. The course would be his
opportunity to develop his language skills provided that it was within his
ZPD. The zone of proximal development is, as proposed by Vygotsky (1978,
p. 86) “the distance between the actual developmental level as determined
by independent problem solving and the level of potential development as
determined through problem solving under adult guidance or in collaboration
with more capable peers.” Furthermore, “classroom pedagogies [should]
promote greater agency on the part of learners”, as Norton (2000) points
out, and “explore language as both a linguistic system and a social practice”
(p. 25). Abdul had to rely on self-scaolding and the search for more
knowledgeable others to assist him in his learning process.
Yes, I’m attending the classes, because… but I don’t understand what she was
trying to teach. So, when she gave me an order rst class. She give me her notes.
Then I will go home and on the next day I will talk with my supervisor, Dr. G5,
about the notes. And then we would also have another class about the notes he
told me what he told about these notes. Then, this is how I’m learning Portuguese.
With my advisor. He is a good Portuguese teacher. But he’s not professional. He
does not know how to teach Portuguese.
Excerpt 32: Interview, October 2018
This comment, we believe, is highly signicant for two reasons. Firstly,
it depicts very clearly that the course provided by the university was not
5. The names have been redacted and only the initial maintained for anonymization purposes.
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within his ZPD and he could not seize the opportunity to learn Portuguese.
Thus, Abdul requested assistance to a MKO, his advisor6, demonstrating
agency and investment in his language learning. The rst account can be
corroborated by our classroom observation notes:
Abdul: (his rst appearance) Seemed motivated, but since he had arrived in the
country two weeks before this meeting, he seemed lost most of the time. He had
virtually no knowledge of the language, which had him rely much on English
translations (a language which he was not procient either). Two other students
(non-participants) assisted him during class so it would not be interrupted so
many times.
Excerpt 33: Classroom observation, August 16th, 2018
Perhaps for this reason, Abdul’s investment was not evident in class a
few months later. On our notes:
Abdul: Seemed distracted with the arrival of an exchange student from India. They
set next to each other and displeased the larger group when speaking English (at
times in a loud tone). A student (non-participant) mentioned to the teacher the
possibility of him having separate lessons as not to interrupt the class.
Excerpt 34: Classroom observation, November 1st, 2018
When asked what activities he believed were more ecient to his
language development, Abdul mentioned the need for a complex of dierent
activities comprising both theoretical and practical learning in the Portuguese
classes. In his words, the course would benet from:
Activities like this, when someone is teaching me Portuguese there should be a
practice session. Not just give a lecture and then nothing. [...] The activity we
have planned for next week7. More practical.
Excerpt 35: Interview, October 2018
Regarding his frustration in following the Portuguese classes, Abdul
disclosed, in the same interview, the importance of a mediator who could
assist him in the Portuguese classes: “there should be some[one] who know
6. Interestingly, a classmate had mentioned in a meeting that “O problema é que o orientador
do Abdul fala inglês com ele” to justify Abdul’s initially timid language development. This
classmate’s statement can be translated as: “The problem is that Abdul’s advisor only speaks in
English with him.”
7. We had planned a “real world” activity at the local street market, in which I would have
accompanied him in shopping for electronics.
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English so then she can explain.” Thus, both appropriate mediational means
and scaolding were not available to him in those lessons, at rst. A topic
he returned to in the second questionnaire:
Acho que português é uma língua muito legal, mas deveria haver alguns
programas de curta duração especializados para pessoas da Ásia como eu.8
Excerpt 36: Questionnaire 2
It was only in December of that year that assistance was provided for
him, thus meeting with the requirements of a successful task within his
ZPD, albeit the substantial use of translation in the aid given by the teaching
assistant. According to our notes from the class observation on December
7th, 2018:
Abdul: Another teacher was assigned to help him during the classes. This seemed
to have pleased most of the other students. Abdul mentioned, after the lesson, that
he learned more with this assistance.
Excerpt 37: Classroom observation, December 7th, 2018
Furthermore, since Abdul had only limited uency in the Portuguese
language, he often could not make himself understood with ease in social
interactions outside of the classroom. As he stated in our rst interview:
Researcher: Me conta quando e onde usas o português.
Abdul: In Portuguese? I’ve tried everywhere. If somebody doesn’t follow
my accent, so then I really just get my mobile and show this is what
I was trying to tell. First time I was trying, I tried to explain by
speaking so I can explain and If they didn’t understand, then this…
I show them this is what I was talking. Then, oh, yeah. I always
trytospeakrst.
Researcher: Do you usually try this when you are by yourself?
Abdul: Yes. When I was like that, I’m going to somewhere and I have to ask
somebody, like when I go to some shopping, I have to ask them
about something that I just… rstIjusttranslatedfrommyapp
and then I just speak with them.
Researcher: So, you prepare yourself beforehand?
Abdul: Yeah.Ipreparemyselfrst.This thing I’m going to need.
Excerpt 38: Interview, October 2018
8. Which translates: “I think Portuguese is a very nice language, but there should be some
specialized short-term programs for Asians like me.”
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His statement is a testament to his investment and self-scaolding:
planning and preparing himself for social interactions in the target language,
making use of the translator application he had on his cellphone since before
coming to Brazil as well as rehearsing his ‘lines’ beforehand.
Yet, it was on such forms of social interaction which Abdul experienced
animosity from locals as well as showing signs of a conventionally sexist
credence. In one of the out-of-class meetings at the City Public Market in
October 2018, his statements made another student visibly unconformable.
Per our notes from that meeting:
In this meeting another student (non-participant in this study, female) began ac-
ting distant from Abdul. He seemed to notice it but maintained his usual attitude
during the meeting. The fact that it was the rst opportunity we had to meet in a
public place did not inuence on his engagement to the activities proposed. Du-
ring the activities, he occasionally made statements belittling to women, which
visibly bothered the non-participant. At these moments, when he noticed the other
student’s discomfort, he seemed to glimmer in content.
Excerpt 39: Meeting, October 2018
This sentiment was echoed another time when he reinforced his mindset
in an interview a month later:
The thing which I now think is that the city 90% of is woman empowerment and
from those 90%, 30% are racist women.
Excerpt 40: Interview, November 2018
The social meaning of this comment may be understood with reference
to his investment in his identity as a Pakistani male and his particular form
of shunning discriminatory comments towards him.
Norton (2019) reasoned that “a student may be highly motivated, but if
the classroom practices are racist, sexist, or homophobic, for example, the
learner may have little investment in the language practices of the classroom
and demonstrate little progress in language learning” (p. 303). Assuming
that this circumstance is applicable to other environments outside of the
classroom, three relevant occurrences showed in our study data.
I am a Muslim, so culturally I’m very dierent from the people from here. […]
I have one or two times I have wear [the jalabiyyah, their traditional clothing]
here on Fridays and people stare.
Excerpt 41: Interview, October 2018
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Abdul’s story indicates, therefore, that a language learner’s investment
in the target language must be understood with reference to religious beliefs
as well as race and ethnicity. His identity as a Muslim was more powerful
than his identity as a foreign graduate student. As Norton (2000) notes,
“a learner’s identity is not only constituted by social interaction, but also
constitutive of social interaction” (p. 99) and Abdul’s religious and cultural
identity lead him to situate his actions and comments towards others, as in
one particular event. As he said:
Abdul: I went to a shop to buy a chicken […] they have live animals like rabbits,
chicken and all these kinds of animals. Then we went to the store and we asked
her about the chicken, live chicken. […] First of all, she told that we want to do
some like just kill it and put some legumes in it and throw it on the roadside
[…]
Researcher: Oh, she thought you wanted to do one of those oerings.
Abdul: Yeah, oerings. And then I told her: no, we are going to cook it. Then she
asked: oh, then you want us to kill it for you? I said no, I will kill it in my way. She
said “why?” I told her that I’m a Muslim, so I need some specic ways to kill it.
When she get to know I’m a Muslim she was running in her shop like she got
scared of me. And then she asked me a very strange thing that “you are one of
them who make bombs in our town?” (laughs uncomfortably).
Researcher: Did you talk to her in English?
Abdul: I used my translator. Some of the things she was saying I understand which
I don’t understand I used my translator to understand it. Then I said “no, I’m not
one of them”. Then she asked me also a very strange thing, she said something
very strange thing: “oh, so your women wear… cover all of their bodies. Why?”
Then I just got a little bit angry, but [my friend] said you don’t need to respond
that also. Then I said I just ask her that every country has its own traditions,
has its own culture. That’s why. She said okay. Then we buy chicken. Then she
ask “come back if you need more”. I said I will come back. (laughs) (long pause)
That’s it.
Excerpt 42: Meeting, November 2018
Later in the same meeting, Abdul described another distressing
interaction with a local:
Last week I was waiting at the bus stop for the bus to go to the university, last
class. And there was an old lady, and she was standing there. I was also stan-
ding there. She starts talking with me. I tell her that I’m a student here and I’m
a foreigner. She asked from each country. I said that I’m from Paquistão9. She
9. Abdul himself said the name of his home country in Portuguese.
Learning Portuguese, constructing identity: a single-case study of a Pakistani student in Brazil
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say “Oh, from Paquistão?” I said “yes, from Paquistão”. Then she was asking
something which I don’t understand then she explain it by expression. Like
youarefromthecountrywhichhave(gesturesshootingarie).Isaidno,I’m
not, this is not real happening there in Pakistan. She said okay. Then she said
methatIlistenthereareghtingandbombblast.Isaidno,it’swrong.You’re
listening to the wrong things.
Excerpt 43: Meeting, November 2018
In these accounts, Abdul’s purpose was to introduce his own history and
experiences into the conversation in the hope that his symbolic resources
would be validated. Overall, his narratives suggest cultural stereotypes being
used as fuel to maintain uneven power relations. Abdul’s cultural and racial
identity was associated, by his interlocutors, with a violent and oppressing
country and cultural beliefs. These accounts were understood as factual
since, in one of the real-world activities organized in order to generate data
for this study, a similar instance of discriminatory conduct was observed.
For the activity, all four participants were invited to attend a street market,
yet only Abdul participated. However, three non-participants were also
present. In a rst moment, the researcher brought them a sample shopping
dialogue (asking for a product’s price and specic information) which was
role played in pairs. After this activity, they all proceeded to the street market
and would be assisted in their enquiries (if they did not understand a word,
it would be repeated and explained in Portuguese). On our notes:
Abdul was shopping for a shaving machine and at one particular stall, the vendor
enquired about Abdul’s origin and when Abdul answered (in Portuguese), the
vendor laughed and said “Ah, veio pra cá porque lá é só10 (the vendor gestured
a throat slash, moving his hand across his own throat)” and kept laughing. Abdul
became visibly uncomfortable, gave a grim smile and continued enquiring about
the product.
Excerpt 44: Real-world activity, October 10th, 2018
Despite his beleaguered identity, Abdul advanced his investment in
learning Portuguese. Abdul’s opportunities to language development were
extended once he began frequenting the university research facilities.
Furthermore, just by remaining at the research laboratory helped him,
not merely because of the increased exposure to Portuguese and practice
in Portuguese, but also because he was able to observe how his research
10. Which translates: “Oh, so you came here because over there it’s just”
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colleagues talk to one another and behave towards one another—shedding
light into the social interactions particular to an academic environment.
Investment, observation and imitation are also evidenced in his statement:
When somebody speak in Portuguese [at the university research facility] I don’t
understand what they are talking about. Some of the words I start listening them
carefully. They don’t know I’m listening. But I’m listening them carefully what
they are talking about.
Excerpt 45: Meeting, December 2018
His investment in learning Portuguese was associated with his
expectations of becoming a member of the overarching local community.
This entails full participation in habitual social interactions in diverse settings
and with dierent purposes. Abdul also had a clear objective to improve his
language skills in order to begin attending classes and ultimately be awarded
his Doctorate Degree within the planned four years.
In 6 months, I’m expecting that I’ll be able to talk with anybody about anything.
Like when I’m do some shopping, go to some hospital or something, when I have
to visit some doctor. These are the main things. I’m expecting that in 6 months I
will be able to talk to them on my own. And not to need any help. I’m expecting
that after 6 months my supervisor says I can start classes. But I’m expecting
I’m going to start taking some classes. Not too many, but some. So,Icannish
my own course on time. I also plan on attending the Portuguese classes for at
least two years.
Excerpt 46: Interview, October 2018
His plans to continue attending the Portuguese courses oered by
the university are reiterated in his answer to the second administered
questionnaire:
Question: O que signica aprender Português pra ti?
Abdul: para mim apenas para ter conversas com meus colegas, amigos
e locais11,12
Excerpt 47: Meeting, December 2018
11. His misuse of the word ‘locais’ is a clear case of straightforward correlation in transla-
tion.
12. Which translates: “Question: What does learning Portuguese mean to you?
Abdul: to me, merely to engage in conversations with my peers, friends, and locals.
Learning Portuguese, constructing identity: a single-case study of a Pakistani student in Brazil
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These statements are particularly interesting in that they demonstrate
his understanding of language opportunity and membership to the local
imagined community—in which his membership would grant him access
to social practices not yet available to him.
During the data generation period, Abdul would not feel condent
enough to maintain longer conversations in Portuguese. Notwithstanding his
initially slow development, in a classroom observation on April 22nd, 2019,
Abdul showed greater improvement and investment in social interactions,
taking advantage of the learning opportunities provided in the classroom.
He initiated conversations with his classmates and demonstrated a more
comfortable approach to speaking Portuguese. Our notes read:
Abdul: Visibly more comfortable in class, Abdul could form larger sentences and
was able to keep a conversation for a longer period without using English.
Excerpt 48: Classroom observation, April 22nd, 2019
Subsequently, after data generation, the researcher had maintained
contact with Abdul through a messaging app and Abdul started writing back
in Portuguese in early 2020 which, therefore, might demonstrate a limited
early language development. Considering his minimal knowledge of the
language upon the beginning of our data generation, Abdul has achieved
an intermediate level (conrmed with his Celpe-Bras score) in two years—
approximately his predicted attendance in the Portuguese course classes
according to his statement in our rst interview in October 2018 (excerpt
46 above).
Abdul was a particularly diligent language learner – he took every
opportunity he could to speak and use the language. He took every course
available to him at the university, despite not being able to comprehend
much at rst. He made eorts to practice when shopping for groceries and
running errands (he would typically do these activities by himself). He
also regularly attended our meetings and real-world activities with interest.
Abdul’s investment in learning Portuguese meets with the understanding
that “language not only denes institutional practices but also serves to
construct our sense of ourselves—our subjectivity13” (Norton, 2013, p. 4).
Abdul’s identity and the way in which his identity constructs and is
constructed by his social interactions provide important insight into the
13. Original italics.
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relationship between identity and language learning. His identity shifted
from that of a foreigner who was determined to learn Portuguese to cater to
his PhD to that of an exchange graduate student who volitionally engaged
in learning Portuguese to ensure his membership in the local imagined
community—which, in turn, would grant him access to social practices
available to those participants. The way relations of power are structured
in Abdul’s narrated interactions, however unbeknownst to him, have had
considerable impact on his language learning. Abdul showed little linguistic
development during the 10-month research study but showed great identity
reconstruction in that he actively took initiative and did not passively accept
the derisive and patronizing comments from locals.
6. Conclusion and nal remarks: unveiling the interplay of
identity and investment in language learning
This study explored the complex interplay between social identity,
cultural context, and investment in Second Language Acquisition (SLA)
through a case study of Abdul, a Pakistani graduate student learning Brazilian
Portuguese.
Our ndings suggest a nuanced relationship between learners and the
target culture. While Abdul encountered instances of discrimination due to
his cultural background, he also demonstrated a willingness to adapt and
integrate into the Brazilian social context. This highlights the dynamic nature
of identity negotiation within a new cultural environment. Learners may
experience resistance initially, but they can also adopt new social positions
without relinquishing their core cultural identities.
Abdul actively sought opportunities to engage with the target language.
He practiced Portuguese at home and participated in social interactions
whenever possible. This behavior aligns with Norton’s concept of
investment, where learners demonstrate a deep commitment to acquiring the
language based on their perceived value and goals. This study suggests that
even amidst cultural challenges, learners can remain motivated to invest in
language learning. Although Abdul’s initial imagined identity and imagined
community within Brazil may have been impacted by his interactions with
some locals, his cultural identity remained a signicant motivator for his
language learning. This suggests that imagined identities are not static
but can be inuenced by real-world experiences. Despite encountering
Learning Portuguese, constructing identity: a single-case study of a Pakistani student in Brazil
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challenges, Abdul persisted in learning Portuguese, potentially driven by
his desire to return to his family upon graduation.
Norton (2000) concluded that “with reference to SLA theory, it is clear
[…] that opportunities to practice [...] cannot be understood apart from social
relations of power in natural or informal settings” (p. 72), a nding which is
sustained by our own research data. In this regard, it is not only continued
contact with the dominant community (our participant’s professors, peers,
classmates, and research colleagues) that is important, but access to social
networks within this community—the academic community.
Ultimately, we have sought to develop an enhance understanding
of the relationship between identity and language learning. Our analysis
indicates a deeply intricate relationship amongst them, shedding light into the
prominence of language development. Fortuitously, our participant seemed
to have reached his ultimate purpose: he prospered in his academic and
professional communities—by concluding courses ministered in Portuguese
and by meeting the prociency exam requirements.
This study, focusing on a single participant, provides a valuable glimpse
into the intricate relationship between social identity and SLA. Future
research could benet from investigating a wider range of learners with
diverse backgrounds and exploring the long-term impact of cultural contexts
on identity and language learning. By delving deeper into these dynamics,
we can gain a more comprehensive understanding of the multifaceted journey
of Second Language Acquisition.
Conict of interests
The corresponding author has no conict of interest to declare and bears full
responsibility for the submission.
Data Availability
The data used in this study is available upon request to the corresponding author.
The data is not publicly available as it contains information that compromises the
privacy of the research participant.
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Este artigo tem o propósito de promover uma reflexão sobre o ensino de português realizado dentro de uma proposta de educação intercultural, em contexto indígena. Serão abordados contextos sociolinguísticos específicos em que o português foi ensinado como segunda língua de estudantes pertencentes a diferentes povos. Embora as situações sejam diferentes devido à diversidade cultural dos estudantes, a orientação adotada para conduzir as aulas foi a perspectiva da interculturalidade crítica, que entende o conflito e a assimetria como constitutivos do contato entre culturas, devendo, portanto, ser abordados e debatidos na educação intercultural. Procuro demonstrar que é possível ter, como um dos objetivos do ensino de português em contextos complexos, e, especificamente, no indígena, a formação linguística dos estudantes a partir dos princípios de respeito ao português indígena e da problematização dos conflitos sociolinguísticos, tendo como objetivo uma educação intercultural e para a interculturalidade. As práticas aqui focalizadas ocorrem de acordo com os princípios da legislação brasileira para a educação escolar indígena que vigora no Brasil desde a Constituição Federal de 1988. Tais princípios estabelecem o direito a uma educação bilíngue e intercultural a todos os povos indígenas brasileiros, bem como o respeito a suas especificidades e diferenças. Abordarei primeiramente as características sociolinguísticas de cada contexto de ensino; a seguir, discutirei algumas possíveis interpretações do português indígena e, por fim, discutirei alguns exercícios para a educação intercultural nas aulas de português. Espero, com esta análise, poder somar e dar continuidade ao debate sobre o ensino de português, de uma perspectiva crítica e culturalmente sensível, em contextos pouco (re)conhecidos, como é o caso dos povos indígenas.
Chapter
Identity and second language acquisition (SLA) is best understood with reference to changing conceptions of the individual, language, and learning in the field of applied linguistics. These changes are indexical of a shift in the field from a predominantly psycholinguistic approach to SLA to include a greater focus on sociological and anthropological dimensions of language learning, particularly with reference to sociocultural, poststructural, and critical theory. This entry examines the work of scholars who are centrally concerned with the relationship between the language learner and the larger social world, and the way in which power is implicated in SLA. Key directions in identity research are addressed, including identity and investment, social categories, and digitally mediated language learning. It is argued that social processes marked by inequities of gender, race, class, ethnicity, and sexual orientation may serve to position learners in ways that silence and exclude. At the same time, however, learners may resist marginalization through both covert and overt acts of resistance. Of central interest to researchers of second language identity is that the very articulation of power, identity, and resistance is expressed in and through language.
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Approaches and Methods in Language Teaching Third edition is an extensive revision of this highly successful book. As in previous editions, both major and alternative approaches and methods are surveyed, with the section on current communicative approaches updated to include new material on CLIL, text and genre-based teaching. The book seeks not only to clarify the assumptions behind these approaches, and their similarities and differences, but also to help teachers explore their own beliefs and practices in language teaching. Further new material deals with other directions in language teaching, such as outcomes-based initiatives, to make this edition fully up-to-date.
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L’année 2019 est une année phare pour The Canadian Modern Language Review / La Revue canadienne des langues vivantes ( CMLR/RCLV), qui fête 75 ans d’existence et célèbre l’importance de l’influence qu’elle a exercée sur la linguistique appliquée au Canada et au-delà depuis la fin de la Seconde Guerre mondiale. L’année 2019 a également pour l’auteure une signification toute particulière, puisqu’elle marque le 30 e anniversaire de la publication de son premier article de portée internationale dans TESOL Quarterly. L’invitation que lui adresse CMLR/RCLV à collaborer au numéro soulignant le 75 e anniversaire de la revue est donc l’occasion toute désignée de réfléchir à certaines des principales idées et observations issues des recherches sur l’identité et l’apprentissage des langues qu’elle a menées au fil des trois dernières décennies.
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RESUMOO objetivo deste trabalho é apresentar os resultados da análise de textosescolares de autoria wajãpi escritos em português como segunda língua.O foco da análise foi a descrição e interpretação das marcas textuaisque fazem referência à memória coletiva do povo Wajãpi. A remissão àmemória coletiva é uma das formas constitutivas dos modos de produzire transmitir conhecimento da tradição oral. Os Wajãpi, povo indígenahabitante do Amapá (BR), são um povo predominantemente de tradiçãooral em contato recente com práticas sociais letradas. A investigação foifeita em um corpus longitudinal, recolhido durante minha experiênciadocente junto a esse povo. Os autores dos textos são jovens e adultos queintegraram a primeira geração de Wajãpi a frequentar a escola. Verificouseque na produção escrita escolar em português, dos jovens e adultos, a memória coletiva de seu povo é acessada frequentemente. Este trabalho é um recorte dos resultados apresentados em minha tese de doutorado. Palavras-chave: Wajãpi; Tradição oral; Português como segunda língua.
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The growing interest in identity and language education over the past two decades, coupled with increased interest in digital technology and transnationalism, has resulted in a rich body of work that has informed language learning, teaching, and research. To keep abreast of these developments in identity research, the authors propose a series of research tasks arising from this changing landscape. To frame the discussion, they first examine how theories of identity have developed, and present a theoretical toolkit that might help scholars negotiate the fast evolving research area. In the second section, they present three broad and interrelated research questions relevant to identity in language learning and teaching, and describe nine research tasks that arise from the questions outlined. In the final section, they provide readers with a methodology toolkit to help carry out the research tasks discussed in the second section. By framing the nine proposed research tasks in relation to current theoretical and methodological developments, they provide a contemporary guide to research on identity in language learning and teaching. In doing so, the authors hope to contribute to a trajectory of vibrant and productive research in language education and applied linguistics.