O texto literário na aula de PLE Algumas considerações e uma proposta para a didatização do conto Bibliotecas, de Valter Hugo Mãe

The use of literary texts results in extremely productive strategies for foreign language classes. Its resource creates an opportunity for reflective practice on the target language-culture and, consequently, enables the training of skills that are not only linguistic but also cognitive, aesthetic, cultural, social and human (Council of Europe 2001, 2018). Based on these assumptions, this study aims to promote literary texts in Portuguese as a foreign language (PFL) learning and teaching contexts and, for that purpose, follows the problematization of some theories and practices. At the end, there is a proposal for didacticization of “Bibliotecas”, a tale by Valter Hugo Mãe, as a suggestion for the introduction of literary texts in PFL classes.

Atenuação de atos de fala diretivos em livros de PLE os procedimentos acompanhantes

In this paper, a specific pragmatic type of request mitigation strategies (orders and requests) is analyzed in the dialogues of two Portuguese textbooks for foreigners, namely, the accompanying procedures, as classified by Kerbrat-Orecchioni (2005, 2006). The work is based on speech acts theory (Austin, 1962/1990; Searle, 1979/2002), on Goffman’s (1967/1980) concept of face and on Brown and Levinson’s (1987) concepts of positive and negative politeness. The results showed that mitigation strategies included not only lexical resources but also reformulation procedures and that the use of moderators, such as “please”, was among the most used lexical mitigation resources. The results also point out failures in the pragmatic treatment of the issue in the books analyzed.

«Cultura» en el PEFPI intereses del profesorado de español en formación inicial

This study is framed in the context of the pre-service masters degrees in the teaching of languages (Spanish as a foreign language + Portuguese as a mother tongue, and Spanish + English as foreign languages) given at the Faculty of Arts and Humanities of the University of Porto. This training is preparation for the teaching of languages in lower and upper secondary education in Portugal.During the second year of these masters degrees, trainees conduct a teaching practicum in secondary schools and prepare a reflective portfolio related to this experience. One of the sections of this document is based on the descriptors of the European Portfolio for Student Teachers of Languages (EPOSTL).In this study, seventy-five trainee portfolios were collected from 2014 to 2019 and the written reflections related to the EPOSTL descriptors associated with “Culture” were selected for analysis. The objective was to analyse trainees’ concerns, interests and perceptions about culture and its didactics in Spanish classroom, and in light of this, consider how to improve the training offered.

Documents and domains Aspects of Intercultural Education in English Language Teaching (ELT) in Portugal

The early learning of English in the state school network in Portugal has been the subject of a wide debate, which has not been exhausted by the introduction of English teaching as a curricular subject in the 1st cycle, in 2015, and which has helped to develop the intercultural awareness of a greater number of children. The new programmes and guideline documents emanating from the Ministry of Education, where objectives and areas of learning have been redefined, have been discussed and changed since the supranational imposition of the Common European Framework of Reference in 2001, with increasing allusions to the intercultural domain in learning English. Likewise, all the academic literature, from authors such as Byram (2006; 2009) and Guilherme . (2006), points to the centrality of intercultural competence in the learning of citizenship and curriculum construction since the first years of schooling. This article seeks to analyze the extent to which these intentions and visions of the “Intercultural Domain” have been incorporated into the reference curriculum documents and, in turn, will be structuring the experience of learning the English language by Portuguese children

La Gramática espanhola para portugueses (Oporto, 1947) de Julio Martínez Almoyna características metodológicas

This paper analyzes aspects of a little-known work in the context of grammar and history of Spanish language teaching in Portugal, the Gramática espanhola para uso dos portugueses (Oporto, 1947) by Julio Martínez Almoyna: the possible reasons for its publication in Portugal in the mid-twentieth century, the structure of the lessons and its didactic characteristics. Regarding the first aspect, the writing of the work is framed in the Luso-Spanish socio-political context of the time. Regarding specifically methodological issues, we analyze in detail the microstructure of the lessons and the underlying didactic criteria. In order to examine the didactic characteristics of the manual, we put it in contrast with other works published in Portugal for the teaching of Spanish; specifically, the Gramática elemental de la lengua española(Lisbon, 1947), by Pablo Gayán Hernanz, and Español para lusitanos. Método práctico de lengua española (Coimbra, 1952), by José María Viqueira Barreiro.

Identifying and supporting reflection in pre-service teacher education a rubric fit for purpose

It is widely accepted that reflection and reflective practices are necessary components of teacher education programmes. However, these are not always explored or even fully understood by the very people who are expected to reflect – the student-teachers themselves. Support for these practices is therefore required so that students may understand what reflection is and helped to become reflective practitioners. This article describes the construction and use of a rubric to identify and support reflection in pre-service foreign language teacher education. It begins by reviewing key literature on reflection before moving on to a study of types of reflection and conceptual frameworks in the literature. Four types of reflection were identified and attributed labels: Type 0. Descriptive/behavioural; Type 1. Descriptive/analytical; Type 2. Dialogic/interpretative; and Type 3. Critical/transformatory. These were then used to construct the rubric which incorporated a matrix of five categories: discourse; rationale; level of inquiry; orientation to self; and views of teaching. Examples of how the rubric has been used to both capture and support reflection are provided. It is not a stand-alone tool, but one which is situated within a reflective practice model of teacher education which requires reflexive teacher educators, tools and practices which provide opportunities for reflection. It is flexible enough to allow teacher educators (and students) to identify types of reflection in spoken or written accounts, which may help when self-assessing, giving feedback, and supporting the momentum of reflection during a course or practicum.

Propuesta didáctica metodologías activas para la (meta)enseñanza de la lengua española en la universidad

The aim of this paper is to show in detail a teaching approach to change the way of teaching (to teach) Spanish (or any other first language) at university. To do this, the idea that this change must be created at the beginning of the educational system –that is, the teacher training– is taken as a basis. Hence, a teaching experience carried out with teachers-to-be in the subject “Spanish Language Teaching” is presented. This experience applies the cases study to learn (to teach) Spanish and includes several active methodologies, such as cooperative learning and the task-based approach. The results, focused both on the vision of the subject as a whole and on the specific activity that concerns us, suggest a general acceptance of the methodologies used. Nevertheless, the main conclusion also contains a series of paradoxes that affect especially those who do not feel comfortable learning with the above mentioned case studies.

Ensino e crenças Estudo de caso sobre representações do aprendente chinês na aula de Português Língua Estrangeira em Macau

Tomando como ponto de partida a reflexão em torno das práticas de ensino do Português Língua Estrangeira (PLE)1 que o professor deve realizar, no âmbito da sua atividade docente, centrar-nos-mos no papel que o contexto socioeducativo exerce na prática de ensino do Português em Macau. Mais concretamente, analisaremos as propostas que têm surgido no Território a defender a adoção de metodologias de ensino baseadas em crenças que se formaram em relação ao aprendente chinês. Veremos como na origem dessas crenças está em grande medida a política educativa implementada na anterior administração, que contribuiu para a segmentação e hieraquização das várias comunidades, com ênfase para a portuguesa e a chinesa. E procuraremos, através da realização de um pequeno estudo de caso, aferir da sua presença e relevância na aula de PLE.

Originalidade na escrita acadêmica a pergunta de pesquisa em foco

In this article, I discuss, based on the studies of Maria da Graça Lisboa Castro Pinto, the theme of originality in academic writing and its close relationship with the research question. Both the importance of formalizing the research question, which guides writing with originality, and the difficulty of post-graduate students in elaborating it, according to this approach, are unquestionable. This constitutes a challenge to be overcome early in the development of a research. A well-defined research question, aligned with the nature of academic writing, whose essential characteristic is originality, assists the author in exposing his own voice, in articulating and reflecting on the theoretical contribution, in defining categories of analysis and in writing discussion and results. To illustrate the theme, I present post-graduate students’ testimonies from three important Brazilian universities and also point out ways for academic writing, focusing on the research question.