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Negotiating Linguistic Diversity in World Englishes and World Portugueses Negotiating Linguistic Diversity in World Englishes and World Portugueses Item Type text; Electronic Dissertation Authors Morais, Katia Vieira Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 29/09/2021 12:44:47 Link to Item http://hdl.handle.net/10150/194113 NEGOTIATING LINGUISTIC DIVERSITY IN WORLD ENGLISHES AND WORLD PORTUGUESES by Kátia Vieira Morais ___________________________________ A Dissertation Submitted to the Faculty of the ENGLISH DEPARTMENT In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY IN RHETORIC, COMPOSITION, AND THE TEACHING OF ENGLISH In the Graduate College THE UNIVERSITY OF ARIZONA 2010 2 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Committee, we certify that we have read the dissertation prepared by Kátia Vieira Morais entitled Negotiating Linguistic Diversity in World Englishes and World Portugueses and recommended that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy in Rhetoric, Composition, and the Teaching of English. _______________________________________________________Date: 12 April 2010 Thomas P. Miller _______________________________________________________Date: 12 April 2010 Anne-Marie Hall _______________________________________________________Date: 12 April 2010 Damián Baca _______________________________________________________Date: 12 April 2010 Ana Maria Carvalho Final approval and acceptance of this dissertation is contingent upon the candidate’s submission of the final copies of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement. _______________________________________________________Date: 12 April 2010 Dissertation Director: Thomas P. Miller 3 STATEMENT BY THE AUTHOR This dissertation has been submitted in partial fulfillment of requirements for an advanced degree at the University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from this dissertation are allowed without special permission, provided that accurate acknowledgement of source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the head of the major department of the Dean of the Graduate College when in his or her judgment the proposes use of the material is in the interests of scholarship. In all other instances, however, permission must be obtained from the author. SIGNED: Kátia Vieira Morais 4 ACKNOWLEDGEMENTS I would like to express my sincere gratitude to my chair, Dr. Thomas P. Miller. His encouraging words throughout the process and his detailed feedback made the completion of this dissertation possible. Most importantly, his knowledge of the formation of college English and power struggle embedded in language education helped me shape this project. I would also like to thank some organizations and individuals for their support: - the J. William Fulbright Scholarship for offering a Fulbright-LASPAU grant to finance the two first years of the program. - my home institution, Instituto Cultural Brasileiro Norte-Americano, for awarding me a leave and support to assist with my studies. - the International Student Programs and Services at The University of Arizona and the International Friends, specially Linda and Rick Hanson, and Norma Lopez for their tremendous work on assuring international students a smooth adaptation and progress. -the English Department at The University of Arizona for offering subsidies for the completion of the studies. -the faculty in Rhetoric, Composition, and the Teaching of English (RCTE) for their multidisciplinary approach to writing and learning. -Alison Miller, the RCTE program administrator, for her extraordinary support and knowledge of the system. -my dissertation committee members who offered encouragement and feedback during this arduous process. -my writing group, Stephanie Merz, Maggie Werner, and Ron Lorette, for their feedback. -my colleagues in RCTE, Sami Lyons, Dr. Anna Varley, Dr. Vivette Milson-Whyte, Kathryn Ortiz, Aja Martinez, Aretha Matt, and Maha Baddar for sharing the trials and triumphs of this journey. -my friend and teaching mentor, Dr. Diane R. Ransdell. -my friends, Dr. Claudia Benavente, Dr. Carla de las Casas, and Donna Baptist Bachoo. -my colleagues in Brazil who kindly shared their classroom experiences. -Piedade Cruz da Silva, my sister-in-law, who contacted teachers in Cape Verde. -my Brazilian friends, Luceane Novaes, Marybel Rivero, and Liane Zanesco, for visiting me. -my friend, mentor, and American mother, Dr. Barbara Gadegbeku. -my brothers, Marco Aurélio, Guilherme, and Julio Cesar Mello Vieira for supporting me. God for inspiring me. 5 DEDICATION for my mother Dilma Mello Vieira and in memory of my father Sylvio Fonseca Vieira, for my husband Julio Teréncio Morais who shares with me his Cape Verdean language and culture, and for my step-daughter Jessica Ruth Morais, and my nieces Mariana Pisani Vieira and Laura ArzuagaVieira. May they use words wisely to create bonds and not silences. 6 TABLE OF CONTENTS LIST OF ILLUSTRATIONS .............................................................................................. 9 ABSTRACT ...................................................................................................................... 10 PREFACE ......................................................................................................................... 12 CHAPTER ONE: RHETORIC OF MULTILINGUALISM: EXPANDING WORLD ENGLISHES ..................................................................................................................... 20 English: a Worldly Language ....................................................................................... 24 Anglo-American Centrality in World Englishes .......................................................... 34 Rhetoric of Multilingualism ......................................................................................... 43 Conclusion .................................................................................................................... 58 Notes ............................................................................................................................. 61 CHAPTER TWO: LUSOTROPICAL RHETORIC: RESISTING LINGUISTIC DIVERSITY IN WORLD PORTUGUESES ................................................................... 63 Defining Lusotropical Rhetoric .................................................................................... 69 CPLP: A Lusotropical Invention of Exceptionality ..................................................... 75 Orthographic Agreement: Resisting Multiplicity ......................................................... 83 Homogeneity: Denial of Linguistic Asymmetry .......................................................... 94 Conclusion .................................................................................................................. 103 Notes ........................................................................................................................... 107 7 TABLE OF CONTENTS--Continued CHAPTER THREE: EFFACING MULTILINGUALISM IN BRAZILIAN PORTUGUESE............................................................................................................... 109 Stigmatization of Linguistic Diversity ........................................................................ 112 Language Transparency in Higher Education ............................................................ 131 Confronting Myths about Writing .............................................................................. 143 First Myth: On the Relevance of Ideas ................................................................................ 147 Second Myth: Writing Cannot Be Taught ........................................................................... 150 Third Myth: On the Relevance of Grammar ........................................................................ 153 Conclusion .................................................................................................................. 164 Notes ........................................................................................................................... 169 CHAPTER FOUR: RE-ENVISIONING LANGUAGE EDUCATION IN CAPE VERDE ......................................................................................................................................... 172 Understanding Language Use through Border Thinking ............................................ 175 A Portrait of Socio-historical and Linguistic Context in Cape Verde ........................ 181 Linguistic Ambivalence in Language Policy .............................................................. 190 The Case for Creole Only ........................................................................................... 196 Border Thinking and the Teaching of Portuguese ...................................................... 203 Conclusion .................................................................................................................
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