LANGUAGE, TECHNOLOGY AND TEACHING: RETHINKING THE STANDARD NORM AND LINGUISTIC DIVERSITY

Abstract

The study investigated the relationship between the standard norm, linguistics and digital technologies in language teaching, analyzing how these elements impacted pedagogical practices and the appreciation of linguistic diversity. The research was based on a bibliographic approach, as based on Santana, Narciso and Santana (2025), who highlight the importance of critical analysis of academic materials to support the solution of a research problem. The study consisted of the collection, selection, and interpretation of scientific articles, books, theses, and dissertations, as well as materials available in recognized academic databases, such as Google Scholar. The investigative process involved the identification of the theme, the strategic search for keywords, the careful selection of sources and the organization of references according to their relevance and theoretical contribution. The findings showed that the school has historically acted as an agent of dissemination of the standard norm, often to the detriment of other linguistic varieties, contributing to the stigmatization of different forms of communication. However, it was found that linguistics played an essential role in the deconstruction of this normative view, by demonstrating that linguistic variation is inherent to the functioning of language. In addition, it was found that the use of digital technologies, when properly mediated by the teacher, expanded the possibilities of teaching and learning, promoting greater interaction between educator and student. It was concluded that the effectiveness of these strategies depends on a structured pedagogical planning and the continuous training of teachers. The research suggested that future studies deepen the implementation of the contributions of linguistics in teaching, as well as empirically investigate the impacts of the use of technologies in language learning.