Abstract

BIHRINGER, Katiúscia Raika Brandt  and  TOMIO, Daniela. TEACHER PROFESSIONAL DEVELOPMENT IN BILINGUAL SCHOOLS: AN OVERVIEW OF BRAZILIAN RESEARCH. Revista LES [online]. 2025, vol.29, n.59, 5801.  Epub June 13, 2025. ISSN 2526-8449.  https://doi.org/10.26694/rles.v29i59.5801.

A growing number of so-called “bilingual” schools have been implemented in recent years in Brazil. Given the specificities of educational practices, in their relationship with language, it is necessary to reflect on the training and identity paths of professionals who work in this reality. Through a state of the issue, we aim to characterize Teacher Professional Development (DPD) in interface with social language practices (translanguaging) in bilingual schools investigated in Brazilian scientific production. The corpus of analysis consisted of 67 master's and doctoral studies, analyzed considering emerging research topics and, more specifically, research that deals with teacher training in bilingual schools with a translanguaging perspective. We conclude that there is an urgent need for research on professional development in these contexts, which makes it possible to reflect new perspectives for investigating bilingual schools, as social spaces that integrate professional dimensions of identity and practice.

Keywords : Bilingual Schools; Teacher professional development; Social language practices; Translanguaging..

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