| dc.description.abstract | In the last few decades, the growth of Bilingual Education and research on the linguistic development of students in these programs has been evident. In this sense, the present work aims to carry out a holistic analysis to verify how the linguistic repertoire, complex and in emergence, of students of a bilingual Portuguese and German curriculum is being constituted and how translanguaging is manifested in this development process, supported by García’s (2009) and García’s and Wei’s (2014) heteroglossic assumption, in the light of Larsen-Freeman’s and Cameron's (2008) Complexity Theory. The research participants are three students from a third year class of elementary school in a Portuguese / German bilingual education program, their parents and their teacher. This research is characterized as a qualitative and school ethnography research. Narrative interviews, analysis of students‘ written productions and analysis of school guiding documents were the instruments used for data generation, which occurred during the year 2020, when the students were quarantined due to the Covid-19 pandemic. The results show us that these students are developing their heteroglossic linguistic repertoire, within the assumptions of dynamic bilingualism (García 2009) and make use of translanguaging, mainly, as a linguistic strategy to expand understanding, support understanding and / or remedy vocabulary gaps (Garcia and Kano 2014). In addition, the data demonstrate, as ruled by Larsen-Freeman and Cameron (2008), the importance of the context and the agents of the complex and dynamic systems, of which the students are members, since both the context and the agents influence and modify the development of the linguistic repertoire and the translanguaging of the participants in this research. | en |
