Sielp2018 – Dificuldades e desafios de um professor de Português Língua Estrangeira em Portugal – Resumo da comunicação

Segue neste post o resumo da comunicação individual e o anúncio do programa definitivo que podem consultar aqui

Dificuldades e desafios de um professor de Português Língua Estrangeira em Portugal

Resumo:Este artigo tem por objetivo levantar alguns dos problemas com que os docentes de Português Língua Estrangeira se debatem quotidianamente na sua prática pedagógica. Procuraremos, a partir da experiência adquirida enquanto docente de Português Língua Estrangeira e investigador em didática das línguas, e dos contactos mais ou menos formais que se foram estabelecendo com outros professores e investigadores ao longo dos anos, abordar questões que têm gerado problemas no contexto da prática pedagógica (e.g.elaboração de programas, recursos impressos, escolhas metodológicas) e que, na nossa opinião, não têm recebido a devida atenção, nomeadamente por parte das editoras. Convocaremos igualmente o campo teórico e metodológico da Didática do Português, dado o interesse que a área do ensino do Português enquanto L2 tem despertado nos últimos anos. Abordaremos temas como os programas e referenciais oficiais para o ensino do português enquanto língua estrangeira, os recursos textuais (manuais editados em Portugal para uso no ensino e na aprendizagem do Português Língua Estrangeira, por exemplo), a adequação aos níveis de proficiência do Quadro Europeu Comum de Referência para as Línguas (Conselho da Europa, 2001), os conteúdos linguísticos e as escolhas metodológicas dos manuais ou programas oficiais. As linhas de reflexão apresentadas pretendem ser desafiadoras e provocadoras para a reflexão didática em torno do ensino do Português Língua Estrangeira, no sentido de incitar ao debate sobre questões teóricas e metodológicas, que na minha opinião continuam insuficientemente investigadas, permitindo melhorar a formação dos professores e a aprendizagem dos alunos de português, seja em contexto de língua de herança, língua segunda ou língua estrangeira (Carreira, 2013).

Palavras-chave:Didática do Português Língua Estrangeira (PLE); Ensino da LE; Programas de PLE; Manuais Escolares; Conteúdos Programáticos

 

Abstract: The aim of this article is to raise awareness of some of the issues faced by teachers of Portuguese as a foreign language (PFL) on a daily basis. Based on the experience acquired as a PFL teacher and researcher in the teaching and learning of languages, as well as on the somewhat formal contacts established throughout the years with other teachers and researchers, this study tackles the issues that have generated problems within the context of pedagogical practice (writing of syllabi, printed resources, methodological selection). Such issues, in my opinion, have not been given the necessary attention, especially by the publishing houses. Simultaneously, the study reviews the theoretical and methodological field of Portuguese Didactics, since there has been a significant increase in the interest in the PFL area in recent years. More specifically, the topics discussed include: official programs and references for the teaching of Portuguese as a FL, textbooks (edited in Portugal for the use of teaching and learning of PFL, for example), the adequacy to the proficiency levels of the Common European Framework of Reference for Languages (Council of Europe, 2001) and the linguistic content and the methodological choices of the official textbooks and programs. In order to encourage debate on theoretical and methodological issues, the lines of reflection presented in this study are challenging and provocative, and meant for didactic reflection on the teaching of Portuguese as a Foreign Language. In my opinion, these are still insufficiently researched, such reflection will improve teacher training and the learning of Portuguese, whether in the context of a heritage language, a second language or a foreign language (Carreira, 2013).

Keywords: Portuguese as a foreign language Didactic (PFL); Foreign Language Teaching; PFL Syllabi; Textbooks; syllabi contents.

 

Publicités

Will education in the mother tongue contribute to the increase of digital literacies?

Novo artigo publicado no qual se cruzam e analisam dados resultantes de uma pesquisa que desenvolvi.

Abstract

We live undoubtedly in a digital era in which younger people have more technological knowledge and use technology more than older people who mostly must adapt their lives and practices, learning how, why, and when to use digital tools. In schools, this gap is visible if we compare the curricula for teaching the Portuguese mother tongue and teachers’ practices. As we demonstrate, the references in syllabi are residual, and teachers use digital tools as they used other tools before. This paper aims to summarize and to intersect the results from previous studies on information and communication technologies (ICT), Portuguese mother tongue syllabi, and teachers’ practices with ICT. It also points out some causes of the lack of aims for the increase of digital literacy in mother tongue education.

Réflexions autour des instructions officielles pour l’enseignement du Français au Portugal : l’état des lieux

Parution de mon article « Réflexions autour des instructions officielles pour l’enseignement du Français au Portugal : l’état des lieux » qui a comme objet de réflexion les instructions officielles actuelles pour l’enseignement du Français (comme langue étrangère) au Portugal du 3ème cycle de l’enseignement basique (l’équivalent au collège français). En effet, depuis sa sortie en 1993, il n’a souffert aucune reformulation/substitution comme pour d’autres disciplines du collège, notamment de langues. Nous nous fixons donc comme objectif de réfléchir sur cette situation qui nous semble fortement contradictoire.

Vous pouvez le lire en ligne dans le numéro thématique annuel de Carnets : «Du Français en cause aux causes du Français», organisé par Ana Clara Santos, Catherine Simonot et Maria de Jesus Cabral.

 
 
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et tout prochainement sur carnets.revues.org 
Bonne lecture !!

As boas práticas de ensino da escrita

finalmente em livro

portada

 

Esta obra procura sintetizar a investigação na área da escrita e do desenvolvimento dessa competência nos estudantes, bem como ilustrar a sua inclusão nas orientações oficiais através da análise dos programas de Francês. Por fim, descreve-se um modelo de prática eficiente de ensino da escrita. Assim sendo, este livro torna-se útil para professores dos vários níveis de ensino que queiram desenvolver as competências de escrita nos seus estudantes de forma eficiente e fundamentada.

Mais informações em: http://www.bubok.pt/livros/7632/AS-BOAS-PRATICAS-DE-ENSINO-DA-ESCRITA

Web-based language class activities

Abstract

Over the past two decades, a growing number of educational researchers have studied the benefits of using information and communication technologies (ICT). Research on Computer-Assisted Language Learning, mostly foreign language learning, shows that the use of ICT is beneficial to the development of learners’ competences. This paper presents the preliminary results of an ongoing research on this topic. Building on a brief review of the literature and the analysis of lesson plans of Portuguese language teachers, this study argues that ICT are mainly used to support traditional methodological approaches, contrasting with the learner-centred ones encouraged by recent research on the topic.

Full paper at: http://www.sciencedirect.com/science/article/pii/S1877042813010537#

New conference on Technology and Education

On behalf of the Editorial Board we are glad to invite you to take part in the sixth Annual Edition of INTED2012 (6th International Technology, Education and Development Conference) that will be held in Valencia (Spain) on the 5th, 6th and 7th of March, 2012.

INTED2012 will be an International Forum for those who wish to present their projects and innovations, having also the opportunity to discuss the main aspects and the latest results in the field of Education and Research.

The general aim of the conference is to promote international collaboration in Education and Research in all educational fields and disciplines. The attendance of more than 700 delegates from 70 different countries is expected.

Furthermore, I will present a paper at this conference.

You can see the technical program at http://www.iated.org/concrete2/technical_program.php?event_id=12

Hope to see you there.

Retrieved from http://www.iated.org/inted2012/announcement

New Papers

New papers published. If you are interested in them, you can contact me or theweb site of the EDYULEARN11 (http://www.iated.org/edulearn11/).

Collaborative writing using google docs

This study reports the first results of an ongoing research on collaborative writing conducted during the last academic year. The students were encouraged to write a text using Google Docs. The article explores the students´ attempt to write collaboratively, to correct the text and to regulate the collaborative work. Results show that, even though some students were somehow reluctant to correct others´ work, this collaborative task was a highly motivating activity. Moreover, these preliminary results demonstrate that students of this level, and within the limitations of this study, are more concerned with content rather than form. Keywords: Language teaching; Web 2.0 technologies; collaborative tools; collaborative writing; writing competences; Google Docs.

Do wikis enhance second language Learning

This article reports the preliminary results of a research which explores the role of Wikis in formal education. More specifically, it speculates how Wikis may enhance Second/Foreign Language Learning (L2). It does so by building on previous studies as well as on the answers and insights of a group of students who were part of this ongoing research. So far, the results suggest that those students who engaged in our Wiki, created for this study, showed better understanding of the material discussed and produced a much better essay than students from the control group who did not participate with any entry on the Wiki. Moreover, insights from the participating group show that they are very receptive for the use of Wikis in L2 and its usage generates higher learning motivation amongst participants. Overall findings and opinions show that students perceive the use of Wikis as a useful tool that facilitates collaborative learning and enhances acquisition of academic skills which may also prepare them for the job market demand. Keywords:   Wikis; L2 acquisition; Collaborative Learning; Collaborative and Constructivism  Paradigms; Interaction; Emergent paradigms.

Enjoy them. I know they can be usefull for your research.

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