Espanhol como ferramenta para forjar uma globalização inclusiva: Equidade linguística nas aulas de dupla imersão de Califórnia
DOI:
https://doi.org/10.17533/udea.ikala.v23n02a06Palavras-chave:
espanhol, inglês, dupla imersão, globalização, inclusão, equidade linguísticaResumo
O crescente número de programas de dupla imersão espanhol-inglês nos Estados Unidos demanda uma análise do papel que vai ter o espanhol como língua veicular dentro da aula e como nexo enriquecedor da sociedade desse país. Neste artigo teórico revisamos o impacto negativo e de segregação linguística que tiveram medidas como a Proposição 227 em Califórnia para depois examinar o papel que pode chegar a ter o espanhol, após ser aprovada a Proposição 58, como ferramenta de equidade educativa e de globalização inclusiva. Argumentamos a possibilidade de criar âmbitos educativos em que o espanhol tenha o mesmo status linguístico do inglês. De igual modo, reivindicamos o valor do espanhol como parte intrínseca da história e a idiossincrasia nacional dos Estados Unidos e reafirmamos a ideia da coexistência e enriquecimento mútuo de ambas as línguas que nos permita tornar-nos um exemplo de sociedade plural em termos de língua e cultura.
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