The written production of bilingual subjects:
is it possible to consider language transfer through a translanguaging lens?
DOI:
https://doi.org/10.5752/P.2358-3428.2023v27n60p377-405Keywords:
translanguaging, dynamic bilingualism, writing process, repertoireAbstract
The growth of bilingual schools in Brazil drives the need to understand the processes that lead a student to become literate in these languages. In this scenario, this study aims at discussing from the notion of dynamic bilingualism (GARCÍA, 2009) how the bilingual subject accesses the resources built in his repertoire to produce written texts in the initial literacy phase in movements that reveal his translingual practices (GARCÍA; WEI, 2014). In line with this view of language, we argue that the concept of transference between languages, which is widely used to explain the process of knowledge construction by bilingual subjects, reveals a monoglossic view of language and that, therefore, from translingual and heteroglossic lenses, we cannot conceive the learning of bilinguals from the act of transferring knowledge constructed in one language to another language (GARCÍA, et al., 2021). On the contrary, we clarify that when considering the integrity of the repertoire, there are not linguistic transfers, but accesses. Knowledge built in a given language makes up the singular repertoire of the bilingual subject, and can be accessed by another language whenever necessary.
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