Glotopolitical Perspective and Language Literacy

a converging dialogue for research in Language Policy

Abstract

This paper aims at converging the Glotopolitical perspective (Guespin and Marcellesi, 2022 [1986]; Arnoux, 2000) and Literacy Studies (Street, 2014 [1995]; Pinheiro and Azzari, 2023), specifically, Language Literacy (Galli, 2022), to reflect on the principles of language policy (Lagares, 2018) in the context of multilingual education in the Global South. Acknowledging the linguistic and cultural diversity present in post-colonial countries like Brazil, as well as the various ways in which languages manifest themselves in the current scenario marked by super-diversity (Blommaert and Rampton, 2011), a multilingual educational policy should reject concepts and procedures stemming from monolingual ideology. This entails focusing the teaching-learning process on language practices that occur in specific social and cultural settings, considering the resulting representations from an explicitly intercultural perspective, to promote meaningful and socially situated learning.