Pub Date : 2022-01-01DOI: 10.21747/1647-8770/are13a2
Vanessa Gomes Teixeira Anachoreta
The development of the education of the Deaf begins in the 15th century, when the fi rst educators – preceptors, religious and doctors - sought to teach the oral and/or written language so that the Deaf of the nobility could be recognized by the law and inherit titles. In the brazilian context, the presenceof educators since the foundation of the Instituto Imperial dos Surdos-Mudos de Ambos os Sexos in 1857 was also fundamental for the formulation and development of the fi eld. In order to deepen this dynamic, the current work aims to present a global view of how education for the deaf was organized in Brazil in the 20th century and how educators infl uenced this scenario. The research was guided by the theoretical perspective of Linguistic Historiography and, in dialogue with the ideas of Swiggers (1990), its analysis was guided by the sociological model, as it seeks to understand the social context of the period studied and the relations between the social groups that acted, in diff erent ways, in pedagogical practices aimed at the Deaf in Brazil throughout the 20th century. It is observed that, in addition to deepening questions about the area with their investigations, educators were also important agents in the consolidation of pedagogical practices - either to reinforce the method defended by the intellectual ideas of the period, or to propose measures of resistance and others methodologies
聋人教育的发展始于15世纪，当时第一批教育者——教师、宗教人士和医生——试图教授口头和/或书面语言，以便贵族中的聋人能够得到法律的承认并继承头衔。在巴西的背景下，自1857年成立Instituto Imperial dos Surdos-Mudos de Ambos os Sexos以来，教育工作者的存在也为该领域的形成和发展奠定了基础。为了加深这种动态，当前的工作旨在呈现一个全球视角，了解20世纪巴西如何组织聋人教育，以及教育者如何影响这种情况。该研究以语言史学的理论视角为指导，在与Swiggers(1990)的思想对话中，其分析以社会学模型为指导，因为它试图理解所研究时期的社会背景以及在整个20世纪针对巴西聋人的教学实践中以不同方式行动的社会群体之间的关系。可以观察到，除了通过调查加深对该领域的问题之外，教育工作者也是巩固教学实践的重要代理人- -要么加强当时知识分子思想所捍卫的方法，要么提出抵抗措施和其他方法
{"title":"Ensino para surdos no Brasil no século XX contribuições de educadores para a área","authors":"Vanessa Gomes Teixeira Anachoreta","doi":"10.21747/1647-8770/are13a2","DOIUrl":"https://doi.org/10.21747/1647-8770/are13a2","url":null,"abstract":"The development of the education of the Deaf begins in the 15th century, when the fi rst educators – preceptors, religious and doctors - sought to teach the oral and/or written language so that the Deaf of the nobility could be recognized by the law and inherit titles. In the brazilian context, the presenceof educators since the foundation of the Instituto Imperial dos Surdos-Mudos de Ambos os Sexos in 1857 was also fundamental for the formulation and development of the fi eld. In order to deepen this dynamic, the current work aims to present a global view of how education for the deaf was organized in Brazil in the 20th century and how educators infl uenced this scenario. The research was guided by the theoretical perspective of Linguistic Historiography and, in dialogue with the ideas of Swiggers (1990), its analysis was guided by the sociological model, as it seeks to understand the social context of the period studied and the relations between the social groups that acted, in diff erent ways, in pedagogical practices aimed at the Deaf in Brazil throughout the 20th century. It is observed that, in addition to deepening questions about the area with their investigations, educators were also important agents in the consolidation of pedagogical practices - either to reinforce the method defended by the intellectual ideas of the period, or to propose measures of resistance and others methodologies","PeriodicalId":30280,"journal":{"name":"Linguarum Arena Revista do Programa Doutoral em Didactica de Linguas da Universidade do Porto","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78997224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.21747/1647-8770/are13a5
C. Borges, D. Baretta, V. W. Pereira
e article has as its theme the understanding of reading poems at school, considering its teaching, focusing on the use and awareness of the use of the guessing game by students at the end of Elementary School I. It is the purpose of the authors, given their history of actions associating universities and schools, collaborate for children to learn to read, providing theoretical knowledge from Psycholinguistics in interfaces and proposals for application in school teaching. In order to do so, the article fi rst off ers an exposition on the context of learning to read, evidencing the diffi culties of children in this context and the relationship with teaching. In the following, theoretical foundations on the psycholinguistic topics of reading mentioned above are exposed, so that professionals and students in professional preparation can analyze and deepen them considering their reading tasks. Subsequently, proposals for teaching reading at school are presented, applying these fundamentals in practical activities of guessing game in the reading of poems by authors with recognition in the history of literature for children. At the end of the article, fi nal comments are presented on the article, its organization and its contribution to the fi eld of studies and to the teaching of reading at school. Thus confi gured, the article in its foundations and its pedagogical application contributes to the advancement of the psycholinguistic fi eld in interfaces and to the teaching of reading at school insofar as it provides a theoretical-methodological path of scientifi c-pedagogical basis of use and awareness in use from the guessing game to be better known and more experienced
{"title":"A compreensão da leitura na escola uso e consciência no uso de guessing game","authors":"C. Borges, D. Baretta, V. W. Pereira","doi":"10.21747/1647-8770/are13a5","DOIUrl":"https://doi.org/10.21747/1647-8770/are13a5","url":null,"abstract":"e article has as its theme the understanding of reading poems at school, considering its teaching, focusing on the use and awareness of the use of the guessing game by students at the end of Elementary School I. It is the purpose of the authors, given their history of actions associating universities and schools, collaborate for children to learn to read, providing theoretical knowledge from Psycholinguistics in interfaces and proposals for application in school teaching. In order to do so, the article fi rst off ers an exposition on the context of learning to read, evidencing the diffi culties of children in this context and the relationship with teaching. In the following, theoretical foundations on the psycholinguistic topics of reading mentioned above are exposed, so that professionals and students in professional preparation can analyze and deepen them considering their reading tasks. Subsequently, proposals for teaching reading at school are presented, applying these fundamentals in practical activities of guessing game in the reading of poems by authors with recognition in the history of literature for children. At the end of the article, fi nal comments are presented on the article, its organization and its contribution to the fi eld of studies and to the teaching of reading at school. Thus confi gured, the article in its foundations and its pedagogical application contributes to the advancement of the psycholinguistic fi eld in interfaces and to the teaching of reading at school insofar as it provides a theoretical-methodological path of scientifi c-pedagogical basis of use and awareness in use from the guessing game to be better known and more experienced","PeriodicalId":30280,"journal":{"name":"Linguarum Arena Revista do Programa Doutoral em Didactica de Linguas da Universidade do Porto","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84997341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.21747/1647-8770/are13a3
Alfredo Segura Tornero
The project ‘Developing E-Learning Capacities for Youth Mobility in Europe’ (DELCYME) aims to develop a multilingual e-learning preparation program for the mobility of young adults (linguistic and intercultural preparation). Moreover, DELCYME aims to develop skills and know-how in organizations working in a non-formal context which oversee preparing the mobility activity.For these 31 months long project (Feb 2018 to Aug 2020) six organizations will be working together. DELCYME is coordinated by OFAJ (Offi ce Franco-Allemand pour la Jeunesse), which has a long experience in organizing mobility as well as developing tools for linguistic and intercultural preparation. Two partners are active in the non-formal language training sector (CAVILAM, CDC), one is an actor who actively hosts and sends abroad participants of mobility activities in Poland (SEMPER AVANTI) and two partners are universities which train language teachers for diff erent contexts (UCLM, CALCIF), who they will contribute a scientifi c perspective to the project. The following paper shows to what extent the PARKUR platform responds to how it is possible to combine under one umbrella and a single methodology the diff erent uses of language - everyday, business and professional specialty - those students of vocational training have to face on their journeys
{"title":"Aprendizaje individualizado de segundas lenguas para alumnos de prácticas profesionales en un programade movilidad eurpea","authors":"Alfredo Segura Tornero","doi":"10.21747/1647-8770/are13a3","DOIUrl":"https://doi.org/10.21747/1647-8770/are13a3","url":null,"abstract":"The project ‘Developing E-Learning Capacities for Youth Mobility in Europe’ (DELCYME) aims to develop a multilingual e-learning preparation program for the mobility of young adults (linguistic and intercultural preparation). Moreover, DELCYME aims to develop skills and know-how in organizations working in a non-formal context which oversee preparing the mobility activity.For these 31 months long project (Feb 2018 to Aug 2020) six organizations will be working together. DELCYME is coordinated by OFAJ (Offi ce Franco-Allemand pour la Jeunesse), which has a long experience in organizing mobility as well as developing tools for linguistic and intercultural preparation. Two partners are active in the non-formal language training sector (CAVILAM, CDC), one is an actor who actively hosts and sends abroad participants of mobility activities in Poland (SEMPER AVANTI) and two partners are universities which train language teachers for diff erent contexts (UCLM, CALCIF), who they will contribute a scientifi c perspective to the project. The following paper shows to what extent the PARKUR platform responds to how it is possible to combine under one umbrella and a single methodology the diff erent uses of language - everyday, business and professional specialty - those students of vocational training have to face on their journeys","PeriodicalId":30280,"journal":{"name":"Linguarum Arena Revista do Programa Doutoral em Didactica de Linguas da Universidade do Porto","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90229327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.21747/1647-8770/are13a6
Andrew E. Sampson
The quasi-experimental classroom study reported in this paper compared the eff ectiveness of three adult EFL course delivery modes – face-to-face group classes, one-to-one private tutoring and online self-study – by analysing learners’ cognitive engagement, understood as the level of participation, involvement and eff ort of learners in each mode as they completed the same language tasks. The study was conducted within a Vygotskian sociocultural theoretical framework in which language serves as a mediational tool in dyadic interaction and also as a means of cognitive self-regulation in inner speech during independent study. Data included the transcribed talk of learner-learner and learner-teacher dyads, and think-aloud protocols produced by online self-study learners. These were analysed both quantitatively and qualitatively for the presence of Language-Related Episodes (LREs), instances in which learners talk about the language they are producing and other- or self-correct. Each LRE was then further analysed for evidence of limited cognitive engagement, where linguistic preferences were stated without further deliberation, or elaborate cognitive engagement, where there was evidence of a cognitive self-regulation strategy.Results suggest that elaborate cognitive engagement, evidenced in episodes where participants notice and refl ect on language forms, test hypotheses, generate rules or options from which to choose, and seek or provide justifi cations, occurs to a similar extent in face-to-face group classes, one-to-one private tutoring and online self-study. Task design appears to aff ect cognitive engagement, with most instances of engagement in the form-focussed passage editing task being elaborate rather than limited, while a greater prevalence of limited engagement was observed in the meaning-focussed written composition. Slightly less limited engagement was observed in one-to-one tuition, where teachers tended to “add” elaborate engagement to episodes which would otherwise have displayed limited engagement only. That elaborate engagement characterised LREs to a similar extent between teacher-learner and learner-learner dyads suggests that a teacher is not required in dyadic interaction for elaborate cognitive engagement to occur. Learners in student-student dyads in group classes talk to test hypotheses and generate options and justifi cations, although their dialogue tends to be less interrogative of each other than teacher-learner talk. This fi nding adds to the considerable body of work that supports peer interaction as an opportunity for learners to experiment with language and debate form and meaning. Learners studying in group classes therefore appear to benefi t from cognitive engagement that is quantitively, albeit not qualitatively, comparable to private tuition contexts. In peer-peer interaction, the prominence of LREs characterised by limited engagement in one learner and elaborate engagement in the other suggests it is unnecessa
{"title":"Cognitive Learner Engagement Compared between EFL Course Delivery Modes","authors":"Andrew E. Sampson","doi":"10.21747/1647-8770/are13a6","DOIUrl":"https://doi.org/10.21747/1647-8770/are13a6","url":null,"abstract":"The quasi-experimental classroom study reported in this paper compared the eff ectiveness of three adult EFL course delivery modes – face-to-face group classes, one-to-one private tutoring and online self-study – by analysing learners’ cognitive engagement, understood as the level of participation, involvement and eff ort of learners in each mode as they completed the same language tasks. The study was conducted within a Vygotskian sociocultural theoretical framework in which language serves as a mediational tool in dyadic interaction and also as a means of cognitive self-regulation in inner speech during independent study. Data included the transcribed talk of learner-learner and learner-teacher dyads, and think-aloud protocols produced by online self-study learners. These were analysed both quantitatively and qualitatively for the presence of Language-Related Episodes (LREs), instances in which learners talk about the language they are producing and other- or self-correct. Each LRE was then further analysed for evidence of limited cognitive engagement, where linguistic preferences were stated without further deliberation, or elaborate cognitive engagement, where there was evidence of a cognitive self-regulation strategy.Results suggest that elaborate cognitive engagement, evidenced in episodes where participants notice and refl ect on language forms, test hypotheses, generate rules or options from which to choose, and seek or provide justifi cations, occurs to a similar extent in face-to-face group classes, one-to-one private tutoring and online self-study. Task design appears to aff ect cognitive engagement, with most instances of engagement in the form-focussed passage editing task being elaborate rather than limited, while a greater prevalence of limited engagement was observed in the meaning-focussed written composition. Slightly less limited engagement was observed in one-to-one tuition, where teachers tended to “add” elaborate engagement to episodes which would otherwise have displayed limited engagement only. That elaborate engagement characterised LREs to a similar extent between teacher-learner and learner-learner dyads suggests that a teacher is not required in dyadic interaction for elaborate cognitive engagement to occur. Learners in student-student dyads in group classes talk to test hypotheses and generate options and justifi cations, although their dialogue tends to be less interrogative of each other than teacher-learner talk. This fi nding adds to the considerable body of work that supports peer interaction as an opportunity for learners to experiment with language and debate form and meaning. Learners studying in group classes therefore appear to benefi t from cognitive engagement that is quantitively, albeit not qualitatively, comparable to private tuition contexts. In peer-peer interaction, the prominence of LREs characterised by limited engagement in one learner and elaborate engagement in the other suggests it is unnecessa","PeriodicalId":30280,"journal":{"name":"Linguarum Arena Revista do Programa Doutoral em Didactica de Linguas da Universidade do Porto","volume":"74 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76098402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.21747/1647-8770/are13a1a4
B. Oliveira
The images that individuals create of languages, people and cultures tend to refl ect their own communication and educational behaviours. These images can originate stereotypes, i.e., static, decontextualized, simplifi ed, and abbreviated images, present in common memory and accepted by particular groups (Castellotti & Moore 2002). Therefore, the diagnosis of images and perceptions that heritage language speakers associate with language and culture can enhance educational activity, particularly the comprehension of their directions and motivations, the adaptation of the teacher’s speech in classroom, as well as the creation and selection of didactic materials that aim to contribute to the (re)perspectivation of negative images or stereotype deconstruction. The main purpose of the present study is to diagnose and analyse quantitatively and qualitatively the images that heritage speakers of Portuguese language in North America possess of the Portuguese language and culture. To collect data, we created an anonymous online questionnaire composed of 19 questions signifi cantly related to the respondents’ contact with the language and Portuguese communities, as well as their perceptions of Portuguese population, language and culture. The questionnaire was taken by 10 heritage speakers (belonging to the second and third generation of Portuguese emigrants) who reside in the United States and Canada, countries with a signifi cant presence of Portuguese communities. The data reveals a collective thought of the respondents, composed of homogenous, crystallized, and stereotyped images regarding the Portuguese language and its utility, as well as its people and culture
个人创造的语言、人和文化形象往往反映了他们自己的交流和教育行为。这些图像可以产生刻板印象，即静态的、去语境化的、简化的和缩写的图像，存在于共同记忆中并被特定群体所接受(Castellotti & Moore 2002)。因此，对传统语言使用者与语言和文化相关的形象和感知的诊断可以加强教育活动，特别是对其方向和动机的理解，教师在课堂上的演讲的适应，以及旨在有助于(重新)看待负面形象或解构刻板印象的教学材料的创作和选择。本研究的主要目的是定量和定性地诊断和分析北美葡萄牙语传统使用者对葡萄牙语言和文化的印象。为了收集数据，我们制作了一份匿名在线问卷，其中包括19个问题，这些问题与受访者与葡萄牙语言和葡萄牙社区的接触以及他们对葡萄牙人口、语言和文化的看法密切相关。问卷调查是由10位居住在美国和加拿大的遗产发言人(属于第二代和第三代葡萄牙移民)进行的，这些国家有大量的葡萄牙社区。这些数据揭示了受访者的集体思想，包括对葡萄牙语及其用途、葡萄牙人民和文化的同质、结晶和刻板印象
{"title":"Imagens da língua e cultura portuguesas de falantes de português língua de herança nos Estados Unidos e e Canadá","authors":"B. Oliveira","doi":"10.21747/1647-8770/are13a1a4","DOIUrl":"https://doi.org/10.21747/1647-8770/are13a1a4","url":null,"abstract":"The images that individuals create of languages, people and cultures tend to refl ect their own communication and educational behaviours. These images can originate stereotypes, i.e., static, decontextualized, simplifi ed, and abbreviated images, present in common memory and accepted by particular groups (Castellotti & Moore 2002). Therefore, the diagnosis of images and perceptions that heritage language speakers associate with language and culture can enhance educational activity, particularly the comprehension of their directions and motivations, the adaptation of the teacher’s speech in classroom, as well as the creation and selection of didactic materials that aim to contribute to the (re)perspectivation of negative images or stereotype deconstruction. The main purpose of the present study is to diagnose and analyse quantitatively and qualitatively the images that heritage speakers of Portuguese language in North America possess of the Portuguese language and culture. To collect data, we created an anonymous online questionnaire composed of 19 questions signifi cantly related to the respondents’ contact with the language and Portuguese communities, as well as their perceptions of Portuguese population, language and culture. The questionnaire was taken by 10 heritage speakers (belonging to the second and third generation of Portuguese emigrants) who reside in the United States and Canada, countries with a signifi cant presence of Portuguese communities. The data reveals a collective thought of the respondents, composed of homogenous, crystallized, and stereotyped images regarding the Portuguese language and its utility, as well as its people and culture","PeriodicalId":30280,"journal":{"name":"Linguarum Arena Revista do Programa Doutoral em Didactica de Linguas da Universidade do Porto","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84704627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.21747/1647-8770/are13a1
R. Batista
This paper presents an analysis of the infl uence of theories and methods of the science of language of the second half of the twentieth century in Portuguese language textbooks for basic education. The analytical perspective is that of the historiography of linguistics, with emphasis on the concept of layers, which locates the texts in a social and historical context while analyzing their internal contents (what the authors present as teaching content). The material of analysis is composed of three textbooks produced for use in Brazil in the 1970s, 1980s, 1990s. In this period, linguistics was the main guideline to defi ne the directions of language teaching materialized in the textbooks, understood in its pedagogical and social function
{"title":"Linguística e ensino de língua no contexto brasileiro (1970-1990)","authors":"R. Batista","doi":"10.21747/1647-8770/are13a1","DOIUrl":"https://doi.org/10.21747/1647-8770/are13a1","url":null,"abstract":"This paper presents an analysis of the infl uence of theories and methods of the science of language of the second half of the twentieth century in Portuguese language textbooks for basic education. The analytical perspective is that of the historiography of linguistics, with emphasis on the concept of layers, which locates the texts in a social and historical context while analyzing their internal contents (what the authors present as teaching content). The material of analysis is composed of three textbooks produced for use in Brazil in the 1970s, 1980s, 1990s. In this period, linguistics was the main guideline to defi ne the directions of language teaching materialized in the textbooks, understood in its pedagogical and social function","PeriodicalId":30280,"journal":{"name":"Linguarum Arena Revista do Programa Doutoral em Didactica de Linguas da Universidade do Porto","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90961055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.21747/1647-8770/are13r2
Mirta dos Santos y Fernández
{"title":"Metodología de la investigación en la enseñanza-aprendizaje del español como segunda lengua (L2)/lengua extranjera (LE) SANTOS GARGALLO, Isabel y PASTOR CESTEROS, Susana (dirs.) Madrid: Arco/Libros, S.L., 2022, 1.ª edição, brochura, 391 pp. ISBN: 978-84-7","authors":"Mirta dos Santos y Fernández","doi":"10.21747/1647-8770/are13r2","DOIUrl":"https://doi.org/10.21747/1647-8770/are13r2","url":null,"abstract":"","PeriodicalId":30280,"journal":{"name":"Linguarum Arena Revista do Programa Doutoral em Didactica de Linguas da Universidade do Porto","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73202162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.21747/1647-8770/are13r1
Micaela Ramon
{"title":"FELICI, Maria Serena (ed.) (2021), Glottodidatica della lingua portoghese: una prospettiva diaronica e sincronica. Bracciano: Tuga Edizioni, 205 pp. ISBN 978-88-99321-39-0","authors":"Micaela Ramon","doi":"10.21747/1647-8770/are13r1","DOIUrl":"https://doi.org/10.21747/1647-8770/are13r1","url":null,"abstract":"","PeriodicalId":30280,"journal":{"name":"Linguarum Arena Revista do Programa Doutoral em Didactica de Linguas da Universidade do Porto","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90618916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.21747/1647-8770/are13a7
Nakita Ani Guckert Marquez, D. Godoy
The article presents results of a research about the infl uence of a teaching phonological awareness skills and grapheme phoneme correspondences program and its impact over adults and young people who where in diff erent stages of learning skills acquirement proposed by Linnea Ehri. Nine students, from an early literacy class at a Youth and Adult Education Center in the city of Rio do Sul – SC - Brazil, were subjects of this study. The intervention research, methodologically applied, was the application of a teaching program which aimed to contribute to the development of the aforementioned skills and knowledge, and two assessments applied at the program beginning and when fi nishing. The qualitative and quantitative analysis data results found shows that after the intervention the research subjects experienced a performance boost on phonological awareness skills, graphemes recognition and reading at all learning stages, especially those who were in transition from the partial alphabetic phase to the alphabetic phase complete. These results suggest that pedagogical practices that promote the graphophonemic correspondences and the phonological awareness development, especially phonemic awareness teaching, can be benefi cial for the reading in young people and adults in the early literacy development process
{"title":"O impacto do desenvolvimento da consciência fonológica na aprendizagem da leitura de jovens e adultos","authors":"Nakita Ani Guckert Marquez, D. Godoy","doi":"10.21747/1647-8770/are13a7","DOIUrl":"https://doi.org/10.21747/1647-8770/are13a7","url":null,"abstract":"The article presents results of a research about the infl uence of a teaching phonological awareness skills and grapheme phoneme correspondences program and its impact over adults and young people who where in diff erent stages of learning skills acquirement proposed by Linnea Ehri. Nine students, from an early literacy class at a Youth and Adult Education Center in the city of Rio do Sul – SC - Brazil, were subjects of this study. The intervention research, methodologically applied, was the application of a teaching program which aimed to contribute to the development of the aforementioned skills and knowledge, and two assessments applied at the program beginning and when fi nishing. The qualitative and quantitative analysis data results found shows that after the intervention the research subjects experienced a performance boost on phonological awareness skills, graphemes recognition and reading at all learning stages, especially those who were in transition from the partial alphabetic phase to the alphabetic phase complete. These results suggest that pedagogical practices that promote the graphophonemic correspondences and the phonological awareness development, especially phonemic awareness teaching, can be benefi cial for the reading in young people and adults in the early literacy development process","PeriodicalId":30280,"journal":{"name":"Linguarum Arena Revista do Programa Doutoral em Didactica de Linguas da Universidade do Porto","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89937956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.21747/1647-8770/are12a2
D. Ferreira, I. Duarte
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.
{"title":"O texto literário na aula de PLE Algumas considerações e uma proposta para a didatização do conto Bibliotecas, de Valter Hugo Mãe","authors":"D. Ferreira, I. Duarte","doi":"10.21747/1647-8770/are12a2","DOIUrl":"https://doi.org/10.21747/1647-8770/are12a2","url":null,"abstract":"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.","PeriodicalId":30280,"journal":{"name":"Linguarum Arena Revista do Programa Doutoral em Didactica de Linguas da Universidade do Porto","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78587102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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