ABSTRACT
This article draws on constructs of the discursive dialogic analysis designed by the Circle of Bakhtin, on the notion of language ideologies and on a transgressive view of Applied Linguistics to interpret how undergraduate students majoring in English and Portuguese from a public university in Rio de Janeiro, Brazil, position themselves in relation to English, English Language Teaching and literacies in written learning autobiographical narratives. The learning autobiographies were produced by students in the beginning of their college education as future English and Portuguese teachers in an academic writing course. Parting from the assumption that what we come to identify as our thoughts, beliefs and “truths” is constructed in the interpersonal level before becoming “ours” (Voloshinov 1929 [1986]VOLOSHINOV, V. N. (1929 [1986]). Marxism and the philosophy of language. Harvard University Press.) and aligning myself with an ideological view of literacies (Street 1984STREET, B. (1984). Literacy in theory and practice. Cambridge: Cambridge University Press ., 1995STREET, B. (1995). Social literacies: critical approaches to literacy in development, ethnography and education. Longman Group Limited. [2014]STREET, B. (1984). Literacy in theory and practice. Cambridge: Cambridge University Press ., 2009STREET, B. (2009). Ethnography of writing and reading. In: Olson, D. N.; Torrance, N. (eds.), The Cambridge handbook of literacy. Cambridge University Press: 2009, pp. 329-345.), I analyze the ideologies about languages and literacies taking into consideration both the micro-context in which the autobiographies were produced and the macro societal levels that influenced how the selves and the others are positioned in the narratives.
Keywords:
learning autobiographies; language ideologies; literacies