Speaker
Abstract (150-300 words) 要旨 (300-500字)
Between 2014 and 2019, the number of self-declared bilingual schools in Brazil increased alongside growing academic interest in bilingualism. This expansion was reinforced in 2020 with the approval of the National Curriculum Guidelines for Plurilingual Education. Within a context where English is positioned as a key resource for social mobility, many Brazilian private schools have adopted bilingual education as a marker of academic prestige. This study conducts a sociolinguistic analysis of self-styled bilingual schools in the metropolitan region of Campinas, examining the historical development of bilingual education in Brazil and key applied linguistics concepts. It also analyzes the BNCC and the 2020 Guidelines through Pierre Bourdieu’s framework of linguistic capital and social distinction. To situate the Brazilian case within wider EFL discussions, the literature review establishes connections with ongoing debates about English language education in Japan, highlighting parallels in how social values shape the teaching and legitimacy of English. Methodologically, the research combines documentary analysis with systematic online data from schools’ official websites. The study critically examines how the term bilingual is defined and how programs are constructed and marketed.
Presenter bio(s) 40-50 words each 略歴(全員) 各60-80字
Bio: Janina Tiemi Enomoto holds a degree in Philosophy from the University of Campinas (UNICAMP) and is a master’s student in International Education at the University of Tsukuba. Her research focuses on bilingual education, heritage language, and Nikkei identity.
| What type of student are you? 当てはまるものを選んでください | Full-time MA 全日課程修士学生 |
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