Linguistic education and the recognition of repertoire linguistic in a plurilingual context

a study with students from the rural area of São Lourenço do Sul/RS

Abstract

This article presents a segment of a doctoral study on syntactic awareness and multilingual perception. Its objective is to analyze how the mediated discussion of linguistic concepts influences the recognition and expansion of plurilingual individuals' perception of their own linguistic repertoires. The participants are 9th-grade students living in the rural area of ​​São Lourenço do Sul (RS); they have been exposed to Portuguese and Pomeranian since childhood and to other foreign languages ​​at school. This research has its basis in authors who focus on topics as bilingualism, plurilingualism and multilingualism (Maher, 1997; Mozzillo, 2001; Grosjean, 2008, 2010, 2013; Limberger, Mota; Buschweitz, 2020; Griep, 2021; Cenoz, 2013; Pupp Spinassé; Mozzillo, 2021), linguistic insecurity (Calvet, 2002; Moussion, 2024; Carraro, 2025), linguistic education (Bagno; Rangel, 2005) and minority languages (Völz; Limberger, 2023; Altenhofen, 2013, 2019). As qualitative research, the data was collected through an initial interview and activities developed during a workshop, including the identification of linguistic repertoires and contexts of language use. The analyses were based on a comparison of perceptions before and after the workshop intervention. The results indicate that the discussions broadened the participants' perception of their repertoires, fostering the inclusion of foreign languages ​​and those at an early stage of acquisition by mitigating linguistic insecurity. Furthermore, a diversification in the contexts of Pomeranian language use was observed, alongside a broader recognition of linguistic repertoires in areas such as school, music and social interactions.