MOBILE TECHNOLOGICAL ECOSYSTEMS AND MULTILITERACIES: THE CONSOLIDATION OF FUNCTIONAL BILINGUALISM IN PUBLIC NETWORKS

Abstract

This article analyzes the potential of Digital Information and Communication Technologies (DICT) as methodological tools to overcome structural barriers in Second Language Acquisition (SLA) and promote functional bilingualism in Brazilian public Basic Education. Grounded in Stephen Krashen’s Monitor Theory (1982), Roxane Rojo’s Multiliteracies (2013), and the National Common Curricular Base (BNCC, 2018) guidelines for English as a lingua franca, this study adopts a purely bibliographic and documental methodology, prescinding from field interventions. An analytical triangulation was carried out between current curriculum legislation, five free smartphone tools (Bring Your Own Device - BYOD), and contemporary scientific literature indexed on the SciELO platform. The results reveal that integrating conversational artificial intelligence, gamification, and asynchronous resources mitigates the Affective Filter and expands students' comprehensible input portably. It is concluded that the smartphone can act as a vector of linguistic equity, provided there is support for teachers' critical Digital Literacy.