Navigating Bilingual Education: Debunking the Myth of Monolingualism in Brazil
Bilingual education in Brazil has long been entangled with the myth of monolingualism—an ideology that not only fails to represent the true linguistic diversity of the country but also limits the potential of bilingual education itself. Historically, the notion of monolingualism in Brazil has been used as a lens to measure what is perceived as ‘proper’ language practice in educational contexts. However, this view is both inaccurate and reductive.
Through a careful examination of the relationship between bilingual education and interculturality, we can see that bilingualism in Brazil does not only mean proficiency in a foreign language such as English; it is part of a much broader, deeper linguistic and cultural exchange. In this text, I aim to explore bilingual education through an intercultural lens, examining its societal and educational implications and challenging the pervasive myth of monolingualism in Brazil.
The Myth of Monolingualism in Brazil
Bilingual education in Brazil is often framed within the false dichotomy of monolingualism versus bilingualism, which obscures the true linguistic diversity of the country. Brazil is home to more than 200 indigenous languages, not to mention the significant Afro-Brazilian and immigrant communities that contribute to the nation’s multilingual fabric.
Despite this rich tapestry of languages, Brazil’s education system has historically centered around Portuguese, reinforcing the idea that speaking any other language—be it indigenous languages, African languages, or those of immigrants—was secondary or, in some cases, forbidden.
This entrenched view of Brazil as a monolingual society serves as a foundation for a broader cultural and linguistic hegemony, especially when we consider the global spread of English. However, as pointed out by scholars such as García (2009) and Pennycook (2010), bilingualism should not be seen merely as a skill in the global lingua franca but as a reflection of cultural negotiation and identity formation. In Brazil, bilingual education often fails to recognize the multiplicity of linguistic forms that exist, particularly those spoken by marginalized communities.
Thus, the dominant narrative of monolingualism perpetuates the myth that the only language worth knowing is Portuguese or English, ignoring the invaluable role of other languages in shaping the nation’s cultural diversity.
The Role of Bilingual Education in a Neoliberal Context
Bilingual education in Brazil has been heavily influenced by neoliberal ideologies, which tend to commodify language learning, especially the learning of English. As bilingual education programs become more prevalent, English is often marketed as the key to global success. The emphasis on English language acquisition, though valuable for global communication, risks marginalizing other languages, including indigenous and local ones.
The notion that speaking English can open doors to economic opportunities and social mobility is deeply tied to neoliberal values, which prioritize market-driven education over the cultural and linguistic richness of other languages.
Scholars like Heller (2003) and García (2009) have highlighted that bilingual education should go beyond merely teaching a second language. It must be a platform for providing students with the opportunity to recognize and value their home languages and identities. However, the emphasis on English in Brazil’s bilingual education system reflects a global trend of language commodification, where proficiency in English is seen as the gateway to success, often sidelining the importance of multilingualism in more complex, decolonized forms.
This trend reflects the marketization of education, where knowledge is often reduced to a commodity and languages are taught based on their economic utility, rather than their cultural and educational value.
The rise of bilingual schools in Brazil has coincided with an increasing demand for English proficiency, fueled by the neoliberal agenda of globalization. In this context, bilingual education has often been marketed as a solution to Brazil’s educational shortcomings, promising to equip students with the skills necessary to succeed in the global economy. However, this shift has led to the commodification of language learning, transforming language from a means of broadening students’ perspectives into a product consumed primarily for personal and professional advancement.
This commodification of bilingual education reflects a broader trend in global education, where learning is increasingly driven by market forces and economic outcomes. As Pennycook (2010) argues, the spread of English is not merely about language learning but also about the positioning of power in globalized educational systems. In Brazil, bilingual schools often cater to the economically privileged segment of the population, reinforcing social divisions, as access to bilingual education is not equally distributed.
The emphasis on English proficiency in these schools further marginalizes indigenous languages and other local languages that are not perceived as valuable in the global market.
Interculturality and Bilingual Education
The concept of interculturality is crucial for understanding the full potential of bilingual education in Brazil. Interculturality involves not only the teaching of cultural aspects but also the understanding and appreciation of the cultural contexts in which that language is spoken. It is through intercultural exchanges that students can critically engage with their own culture, the cultures of others, and the societal forces that shape their linguistic and educational experiences.
In a bilingual education framework, interculturality provides students with the opportunity to challenge cultural stereotypes, including those related to nationality and gender roles, expand their worldviews, and create new, hybrid forms of cultural expression.
In the Brazilian context, interculturality within bilingual education can take on many forms. For instance, it can be a space to recognize and address the historic injustices faced by indigenous communities and Afro-Brazilian populations, whose languages and cultures have been marginalized for centuries. Bilingual education programs that emphasize intercultural dialogue help bridge the gap between these diverse communities, allowing students to learn not just the language of global power but also to gain deeper insights into the local, indigenous, and Afro-Brazilian cultural identities that are foundational to Brazilian society.
As Megale (2021) points out, interculturality should be viewed as a central axis of bilingual education, as it empowers students to challenge the global dominance of English while celebrating linguistic and cultural diversity. Intercultural education goes beyond simply learning about other cultures; it involves critically engaging with the diverse cultural narratives that shape both global and local identities. Ultimately, it is about fostering a more just and inclusive society.
Challenging the Myth: The Future of Bilingual Education in Brazil
The future of bilingual education in Brazil lies in challenging the myth of monolingualism and embracing a more inclusive, intercultural model of education. To truly promote bilingualism, it is essential to recognize the multiplicity of languages and cultures that exist within Brazilian society, including Portuguese, indigenous languages, Afro-Brazilian languages, and global languages like English.
Bilingual education should not be a process of assimilation into a globalized culture but rather a process in which students are encouraged to develop a diverse linguistic repertoire that reflects both their local and global identities.
Educators have a chance to adopt a more critical perspective on bilingualism—one that does not merely focus on the learning of English but also is committed to Southern Epistemologies. In this perspective, bilingual education in Brazil should therefore be rooted in a commitment to social justice, equality, and the recognition of linguistic diversity as a cultural and educational asset.
Bilingual education in Brazil holds immense potential for transforming the educational landscape, but it requires a shift in how we view language, identity, and culture. The myth of monolingualism, supported by both historical narratives and neoliberal policies, has limited our understanding of what bilingualism truly means. By embracing an intercultural perspective, bilingual education can become a tool for social transformation, one that fosters a more just and diverse society.
As we continue to challenge the myths surrounding bilingual education in Brazil, it is essential to reimagine bilingualism as a dynamic, fluid process oriented toward social justice—one that goes beyond the mere learning of an additional language. For a deeper exploration of these ideas and their implications for education in Brazil, I invite you to read my new book, Bilingual Education in Brazil: Local Threads in Global Dialogue, where I examine the intersections of bilingualism, interculturality, and education in the Brazilian context, addressing themes such as gender equity, anti-racist commitment, multicultural literature, indigenous voices, and national stereotypes.
References
- García, O. (2009). Bilingual Education in the 21st Century: A Global Perspective. Wiley-Blackwell.
- Heller, M. (2003). Globalization, the new economy, and the commodification of language and identity. Journal of Sociolinguistics, 7(4), 473–492.
- Megale, A. H. (2021). Educação Bilíngue: como fazer? Richmond.
- Megale, A. H. (2022). Como promover práticas interculturais na Educação Bi/Multilíngue? In El Kadri, M. S., Saviolli, V. B., & Molinari, A. (Eds.), Educação de professores para o contexto bi/multilíngue: Perspectivas e práticas (pp. 155-178). Pontes Editores.
- Pennycook, A. (2010). Language as a Local Practice. Routledge
