<?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>2182-8474</journal-id>
<journal-title><![CDATA[Sisyphus - Journal of Education]]></journal-title>
<abbrev-journal-title><![CDATA[Sisyphus]]></abbrev-journal-title>
<issn>2182-8474</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Educação da Universidade de Lisboa]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2182-84742023000100265</article-id>
<article-id pub-id-type="doi">10.25749/sis.27255</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Línguas (I)Legítimas ou &#8220;O que falar quer dizer&#8221;: Que Espaço(s) para a Colaboração Didática entre Ensino de Língua de Herança e Ensino Regular na Suíça?]]></article-title>
<article-title xml:lang="en"><![CDATA[(I)Legitimate Languages or "What talking means": What Space(s) for Didactic Collaboration Between Heritage Language Teaching and Compulsory Education in Switzerland?]]></article-title>
<article-title xml:lang="es"><![CDATA[(I)Legitimar las Lenguas o "Lo que significa hablar": ¿Qué Espacio(s) para la Colaboración Didáctica entre la Enseñanza de las Lenguas de Origen y la Educación Regular en Suiza?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zingg]]></surname>
<given-names><![CDATA[Irene]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gonçalves]]></surname>
<given-names><![CDATA[Maria de Lurdes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Berna Universidade de Formação de Professores e Instituto de Antropologia Social Instituto de Investigação, Desenvolvimento e Avaliação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Switzerland</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Aveiro Departamento de Educação e Psicologia Camões, I.P. &amp; CIDTFF]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>28</day>
<month>02</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>28</day>
<month>02</month>
<year>2023</year>
</pub-date>
<volume>10</volume>
<numero>3</numero>
<fpage>265</fpage>
<lpage>293</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2182-84742023000100265&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2182-84742023000100265&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2182-84742023000100265&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Numa sociedade global e transnacional, a população escolar é crescentemente multicultural e multilingue. A Suíça, de natureza multilingue, possui uma forte comunidade migrante, pelo que muitas línguas de herança fazem parte do panorama educativo. Porém, esta alta diversidade linguística parece ainda não ter adquirido a visibilidade proporcional no sistema de ensino regular. Neste âmbito, o conceito de &#8220;língua legítima&#8221; (Bourdieu, 1982), ajuda-nos a compreender o fenómeno de uma vivência &#8220;ilegítima da língua&#8221;, como descrita no &#8220;período das crianças escondidas&#8221; (Frigerio, 2014). Neste texto, discutiremos a presença e a promoção da diversidade linguística no sistema escolar suíço na atualidade. A análise dos resultados de dois projetos pedagógicos permitir-nos-á compreender em que áreas a colaboração entre o ensino regular e o ensino de língua de herança pode ser desenvolvida e qual a mais-valia deste trabalho de articulação didática, possibilitando traçar perspetivas de futuro para uma vivência &#8216;legítima&#8217; de todas as línguas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In a global and transnational society, the school population is increasingly multicultural and multilingual. Switzerland, multilingual by nature, has a strong migrant community, therefore many heritage languages &#8203;&#8203;are part of the educational landscape. However, this high linguistic diversity does not seem to have acquired proportional visibility in the compulsory educational system. In this context, the concept of &#8220;legitimate language&#8221; (Bourdieu, 1982), helps us to understand the phenomenon of an &#8220;illegitimate language experience&#8221;, as described in the &#8220;period of hidden children&#8221; (Frigerio, 2014). In this text, we will discuss the presence and promotion of linguistic diversity in the Swiss school system. The analysis of the results of two pedagogical projects will allow us to understand in which areas collaboration between compulsory education and heritage language teaching can be developed and which is the added value of this didactic articulation, allowing us to trace perspectives for future 'legitimate' experiences of all languages.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En una sociedad global y transnacional, la población escolar es cada vez más multicultural y multilingüe. Suiza, que es multilingüe por naturaleza, tiene una fuerte comunidad de inmigrantes, por lo que muchas lenguas de origen forman parte del paisaje educativo. Sin embargo, esta gran diversidad lingüística no parece haber adquirido todavía la visibilidad proporcional en el sistema escolar ordinario. En este contexto, el concepto de "lenguaje legítimo" (Bourdieu, 1982) nos ayuda a comprender el fenómeno de una "experiencia lingüística ilegítima", tal como se describe en el "período de los niños ocultos" (Frigerio, 2014).  En este texto, discutiremos la presencia y la promoción de la diversidad lingüística en el sistema escolar suizo actual. El análisis de los resultados de dos proyectos pedagógicos nos ayudará a comprender en qué ámbitos se puede seguir desarrollando la colaboración entre la enseñanza en el aula ordinaria y la enseñanza de las lenguas de origen, así como el valor añadido que puede aportar esta articulación didáctica y las perspectivas de futuro de una experiencia "legítima" de todas las lenguas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ensino de língua de herança]]></kwd>
<kwd lng="pt"><![CDATA[ensino regular]]></kwd>
<kwd lng="pt"><![CDATA[colaboração]]></kwd>
<kwd lng="pt"><![CDATA[repertório linguístico]]></kwd>
<kwd lng="pt"><![CDATA[abordagens plurais]]></kwd>
<kwd lng="en"><![CDATA[heritage language teaching]]></kwd>
<kwd lng="en"><![CDATA[compulsory education]]></kwd>
<kwd lng="en"><![CDATA[collaboration]]></kwd>
<kwd lng="en"><![CDATA[linguistic repertoire]]></kwd>
<kwd lng="en"><![CDATA[pluralistic approaches]]></kwd>
<kwd lng="es"><![CDATA[enseñanza en las lenguas de origen]]></kwd>
<kwd lng="es"><![CDATA[enseñanza en el aula ordinaria]]></kwd>
<kwd lng="es"><![CDATA[colaboración]]></kwd>
<kwd lng="es"><![CDATA[repertorio lingüístico]]></kwd>
<kwd lng="es"><![CDATA[enfoques plurales]]></kwd>
</kwd-group>
</article-meta>
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