<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782021000100225</article-id>
<article-id pub-id-type="doi">10.1590/s1413-24782021260038</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Teaching in multilingual classrooms: strategies from a case study in Portugal]]></article-title>
<article-title xml:lang="pt"><![CDATA[ENSINAR EM SALAS DE AULA MULTILÍNGUES: ESTRATÉGIAS DE UM ESTUDO DE CASO EM PORTUGAL]]></article-title>
<article-title xml:lang="es"><![CDATA[LA ENSEÑANZA EN CLASES MULTINGÜES: ESTRATEGIAS DE UN ESTUDIO DE CASO EN PORTUGAL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Szelei]]></surname>
<given-names><![CDATA[Nikolett]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pinho]]></surname>
<given-names><![CDATA[Ana Sofia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tinoca]]></surname>
<given-names><![CDATA[Luís Alexandre da Fonseca]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Ghent University Department of Social Work and Social Pedagogy Centre for the Social Study of Migration and Refugees]]></institution>
<addr-line><![CDATA[Ghent ]]></addr-line>
<country>Belgium</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>26</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782021000100225&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782021000100225&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782021000100225&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study examined teaching practices developed by teachers to respond to linguistic diversity in a Portuguese case study. We analysed the position that students&#8217; languages received in the classroom, and what these practices revealed about teachers&#8217; awareness of multilingual pedagogies, a step to social justice. Three main strategies emerged: promoting Portuguese without involving students&#8217; languages, using a common language (English) as lingua franca, using students&#8217; languages. These strategies appeared in a dynamic way as teachers tried to satisfy the aims of developing the language of schooling, communicating with students and valuing students&#8217; linguistic identities. Prioritising Portuguese language dominated, and the strategies were enacted through monolingual views, indicating little awareness of multilingual pedagogies. Thus, the need to support teachers in transforming practices in multilingual classrooms is emphasised.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este estudo explorou práticas de ensino desenvolvidas por professores como resposta à diversidade linguística num estudo do caso em Portugal. Analisamos a posição das línguas dos alunos em sala de aula e o que essas práticas revelam sobre a consciência dos professores sobre pedagogias multilíngues como promotoras de justiça social. Três estratégias principais emergiram: promover a língua portuguesa sem envolver as línguas dos alunos; usar uma língua comum (o inglês) como língua franca, e usar as línguas dos alunos. Essas estratégias surgiram de forma dinâmica no modo como os professores procuram o desenvolvimento da língua da escolarização, comunicam-se com os alunos, e valorizam as identidades linguísticas dos alunos. A priorização da língua portuguesa é dominante e as estratégias reforçam perspectivas de monolinguismo, indicando pouca consciência das pedagogias multilíngues. Assim, reforça-se a necessidade de apoiar os professores de forma a transformar as práticas em salas de aula multilíngues.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio examinó las prácticas docentes desarrolladas por profesores como respuesta a la diversidad lingüística existente en Portugal a través de un estudio de caso. Analizamos la posición de los idiomas de los estudiantes en aula y lo que estas estrategias revelaron sobre la concienciación de pedagogías multilingües, promotores de la justica social, en los profesores. Surgieron tres estrategias principales: promocionar el portugués sin tener en cuenta las lenguas de los estudiantes, usar una lengua común (el inglés) como lengua franca, usar las lenguas de los estudiantes. Esas estrategias aparecieron de una manera dinámica mientras los docentes intentaban desarrollar la lengua de escolarización, comunicar con los estudiantes y valorar sus identidades lingüísticas. Primar la lengua portuguesa fue la estrategia dominante y las estrategias se implementaron a través de puntos de vista monolingües, indicando poca conciencia de las pedagogías multilingües. Por esa razón, enfatizamos la necesidad de apoyar a los profesores para un cambio de las prácticas en clases multingües.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[multilingualism]]></kwd>
<kwd lng="en"><![CDATA[linguistic diversity]]></kwd>
<kwd lng="en"><![CDATA[pedagogy]]></kwd>
<kwd lng="en"><![CDATA[teachers, classroom practices]]></kwd>
<kwd lng="pt"><![CDATA[multilinguismo]]></kwd>
<kwd lng="pt"><![CDATA[diversidade linguística]]></kwd>
<kwd lng="pt"><![CDATA[pedagogia]]></kwd>
<kwd lng="pt"><![CDATA[professores]]></kwd>
<kwd lng="pt"><![CDATA[práticas de sala de aula]]></kwd>
<kwd lng="es"><![CDATA[multilingüismo]]></kwd>
<kwd lng="es"><![CDATA[diversidad lingüística]]></kwd>
<kwd lng="es"><![CDATA[pedagogía]]></kwd>
<kwd lng="es"><![CDATA[docentes]]></kwd>
<kwd lng="es"><![CDATA[prácticas en el aula]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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