Rafael Lomeu Gomes

Lomeu, Rafael. I Festival Internacional do Dia do Refugiado: Um relato etnográfico, Ponto Urbe [Online], URL: http://pontourbe.revues.org/3181 ; DOI: 10.4000/pontourbe.3181 

Lomeu Gomes, Rafael. Family Language Policy ten years on: A critical approach to family multilingualism, Multilingual Margins [Online], URL: http://multimargins.ac.za/index.php/mm/article/view/98/71

• Lanza, Elizabeth & Lomeu Gomes, Rafael (2020). Family language policy: Foundations, theoretical perspectives and critical approaches, In Andrea C. Schalley & Susana A. Eisenchlas (ed.),  Handbook of Home Language Maintenance and Development. Social and Affective Factors.  De Gruyter Mouton.  ISBN 978-1-5015-1689-4.  8.  s 153 - 173
• Lomeu Gomes, Rafael (2020). Family multilingualism from a southern perspective: Language ideologies and practices of Brazilian parents in Norway. Multilingua - Journal of Cross-cultural and Interlanguage Communiciation.  ISSN 0167-8507. . doi: 10.1515/multi-2019-0080 Fulltekst i vitenarkiv.
• Lomeu Gomes, Rafael (2020). Talking multilingual families into being: language practices and ideologies of a Brazilian-Norwegian family in Norway. Journal of Multilingual and Multicultural Development (JMMD).  ISSN 0143-4632.  s 1- 21 . doi: 10.1080/01434632.2020.1788037 Fulltekst i vitenarkiv.
• Lomeu Gomes, Rafael (2018). Family Language Policy ten years on: A critical approach to family multilingualism. Multilingual Margins.  ISSN 2221-4216.  5(2), s 50- 71 Fulltekst i vitenarkiv.

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• Lomeu Gomes, Rafael (2020). (Super)diversidade, Migração e Colonialidade.
• Lomeu Gomes, Rafael (2020). Family Multilingualism through a ‘Translingual Lens’: Current Theoretical Orientations and Challenges.
• Lomeu Gomes, Rafael (2020, 17. februar). Hvordan få tospråklige barn. [Radio].  https://radio.nrk.no/serie/ekko/sesong/202002/MDFP02003420.
• Lomeu Gomes, Rafael (2020). ‘Não Danço Samba’: Multilinguismo Familiar a partir de uma Perspectiva Decolonial.
• Lomeu Gomes, Rafael (2019). Family multilingualism: Language practices and ideologies of Brazilian-Norwegian families in Norway. Vis sammendrag

  This thesis examines the interconnections between language practices and ideologies of Brazilian-Norwegian families in Oslo, Norway. Resulting from a three-year ethnographically oriented sociolinguistic project (2017-2019), the thesis is based on data generated through the employment of various methods: online questionnaire, semi-structured interview, selfrecording, and participant observation. Contributions to research on multilingual families are as follows: First, I claim that certain parental discourse strategies might, contrary to parental expectations, restrict the child’s use of their emerging linguistic repertoire. I also suggest that a translanguaging lens is helpful to problematise the notion of one-person-one-language, typically conceived of as a strategy employed by parents. Instead, the notion of one-person-one-language-one-nation is put forth as an ideology that might inform parental language practices. Moreover, I suggest that drawing on a revisited notion of linguistic repertoire can be helpful to understand the role of affect in parent-child multilingual interactions. It also elucidates the discursive positioning of children by parents in expected social roles as family members mind mundane tasks and familial bonds are interactionally constructed. Finally, I argue that drawing on a southern perspective provides robust theoretical grounding to examine the material and discursive structures of differentiation parents have to navigate in intercultural encounters. I then discuss the implications of these processes to language practices in the home. Drawing on recent conceptualisations of language and on a southern perspective reframes debates about how transnational practices, identity construction, and family-making can shape language practices of families. In particular, it attends to issues concerning the hierarchisation of social class, gender and race/ethnicity, and advances knowledge in the direction of understanding language as a socio-historical construct

• Lomeu Gomes, Rafael (2019). Translanguaging families into being: Parental language ideologies, use, and negotiation in a Brazilian-Norwegian family in Norway..
• Lomeu Gomes, Rafael (2018). Family Multilingualism through a Southern Perspective: (Self)Positioning of Brazilian Parents in Intercultural Encounters in Norway​.
• Lomeu Gomes, Rafael (2018). Family Multilingualism through a Southern Perspective: (Self)Positioning of Brazilian Parents in Intercultural Encounters in Norway.
• Lomeu Gomes, Rafael (2018). Family language policy ten years on: A critical approach to family multilingualism.
• Lomeu Gomes, Rafael (2018). Language practices of Brazilian families in Norway: a southern perspective.
• Lomeu Gomes, Rafael (2018). Language practices of Brazilian families in Norway: a southern perspective.
• Lomeu Gomes, Rafael (2017). Language attitudes of Brazilians in Brazil and in the UK: comparing quantitative and qualitative approaches. Vis sammendrag

  This study aims to contribute to the debate of language attitudes in the fields of sociolinguistics and applied linguistics by examining the factors that affect attitudes of language learners. Considering the existence of two major, opposing conceptual frameworks in studies of language learners’ attitudes, namely sociopsychological (Cargile et al. 1994; Gardner 2005; Lambert et al. 1960) and poststructuralist approaches (Morgan 2007; Norton 2013; Pavlenko 2002), this project employs methods and mobilises concepts of both in order to analyse the limitations and contributions of each. Two groups of language learners are examined in this project: Brazilian learners of English (BLE) living in Brazil, and BLE in the UK, First, participants’ attitudes were elicited through a questionnaire based on notions such as social status and solidarity (Garrett 2010). Second, one-to-one interviews were conducted, transcribed and analysed in the light of poststructuralist approaches (Morgan 2007; Norton 2013; Pavlenko 2002). Previous literature has motivated the following hypotheses: (i) L1 will be positively evaluated (ii) English will be positively evaluated; (iii) social exposure in the L2 country may have an effect on language learners’ attitudes. Finally, we argue that the global English (Crystal 1997), linguistic imperialism (Phillipson 1992) and World Englishes (Kachru 1985) frameworks share the same epistemological matrices with the sociopsychological approaches. In opposition, Pennycook’s (2007) Global Englishes and Moita-Lopes’ (2015) Global Portuguese frameworks are arguably related to poststructuralist approaches. Thus, an underlying claim of this study is that while the sociopsychological, quantitative framework may contribute to the understanding the homogeneities and uniformities of abstract systems, poststructuralist approaches may help to understand the discrepancies, conflicts and heterogeneities that might be overlooked by the former framework.

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