And now what (Part 1)? Language teaching: How We Met the ERT Challenge

Abstract of the paper, soon available at Springer

Foreign language teaching in general has been thought of from a dynamic perspective, in face-to-face context learning, where learners and teachers interact immediately and simultaneously in the classroom. COVID-19 and the successive lockdowns were a complex test for teaching and learning in general. The pandemic forced a discourse and methodological change with an urgent integration of ICT in the teaching and learning process. These allowed the incorporation of applications that ensure immediate contact and at the same time are within the reach of all teachers and learners. Based on a survey that led to the development of a questionnaire addressed to teachers, this study seeks to take stock of the teaching of foreign languages, in particular, post-lockdowns. The questionnaire had both closed and open-ended questions, and the data were analyzed statistically and through content analysis. This paper presents the social, demographic, and academic background of the participants and what they considered their difficulties. In short, they revealed that they faced similar pedagogical and technological difficulties as other university teachers, leading one to believe that the Emergency Remote Teaching highlighted the general lack of preparation of university teachers to deal with emergency situations, such as the one experienced during the COVID-19 lockdowns, regardless of the country and teaching context.

Keywords: Foreign Language Teaching, COVID-19, Emergency Remote Teaching, Consequences, Technology in Education, Teaching Methodology, Digital Literacy, Higher Education.

Presenation available at https://pt.slideshare.net/Jguerra18/and-now-what-part-1-language-teaching-how-we-met-the-ert-challenge

Vozes nas margens

Irei participar como conferencista convidado na terceira edição da conferência estudantil « Vozes nas margens », videoconferência organizada pelo Instituto de Estudos Ibéricos e Ibero-americanos da Universidade de Varsóvia. Para mais informações, consultar http://www.camoes.pl/3-a-edicao-da-conferencia-estudantil-vozes-nas-margens/

Dificuldades e desafios de um professor de PLE em Portugal

Deixo-vos a apresentação da comunicação individual apresentada no VII SIELP em Braga. Estão à vontade para comentar e até, quiçá, acrescentar outras dificuldades ou novos desafios.

 

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.

 

VII SIELP – Simpósio Internacional de Ensino da Língua Portuguesa

Extraído do site do simpósio VII SIELP

« Nascido em 2011 no Brasil, no âmbito de um projeto desenvolvido na Universidade Federal de Uberlândia, rapidamente o SIELP – Simpósio Internacional de Ensino da Língua Portuguesa se afirmou como um importante espaço de reflexão e debate sobre a questão do ensino do Português. A regularidade da sua realização, a capacidade de atração de um vasto público interessado e participativo e o envolvimento de um vasto conjunto de investigadores com amplo reconhecimento nessa área são disso a maior evidência.

Assumindo um carácter internacional, o SIELP não se confinou, no entanto, ao espaço brasileiro e, no quadro de relações inter institucionais que se têm vindo progressivamente a fortalecer, rapidamente se estendeu a Portugal, onde em 2013, no Instituto Politécnico de Santarém, e em 2016, na Universidade do Minho, se realizaram, respectivamente, a terceira e a quinta edição deste evento.

​Numa perspetiva de afirmação deste Simpósio como evento de referência no campo dos estudos sobre o Ensino da Língua Portuguesa e de consolidação das parcerias que têm possibilitado a sua realização dos dois lados do Atlântico, em 2018, o SIELP, na sua sétima edição, terá novamente lugar em Portugal, numa organização do Centro de Investigação em Educação (CIEd) do Instituto de Educação da Universidade do Minho, instituição com forte tradição na formação de professores de Português e com trabalho de investigação reconhecido no domínio da sua Didática. »

O Simpósio vai decorrer de 16 a 18 de julho na Universidade do Minho em Braga, no qual irei apresentar duas comunicações (uma individual e outra conjunta). No próximo post publicarei o resumo da comunicação individual.

Destaco os conferencistas convidados:

• João Costa (Faculdade de Ciências Sociais e Humanas da Universidade Nova de Lisboa / Secretário de Estado da Educação);
• Sírio Possenti (Instituto de Estudos da Linguagem – Unicamp);
• Joaquim Golz (Faculdade de psicologia e Ciências da Educação da Universidade de Genebra)

Convido-vos a participar.

Link para o programa: Programa Provisório VII SIELP

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

Congresso e comunicação

Entre os dias 10 e 12 de Outubro decorrerá na Universidade do Algarve (Campus de Gambelas) O I Congresso Luso-Espanhol de Estudos Francófonos.

Participo nele como membro da Comissão Organizadora, mas igualmente como orador. Deixo aqui o resumo da minha comunicação.

De plus en plus de recherches se basent sur l’utilisation des technologies de l’information et de la communication (TIC) dans l’enseignement des langues, maternelles et/ou étrangères. Plusieurs avantages sont alors étayés, comme par exemple, un nouveau rapport au savoir et à la langue, la construction identitaire proche de la construction du genre narratif, l’apprentissage de l’écrit facilité par l’utilisation des programmes de traitements de texte (TXT) et le développement global de la litéracie, notamment la litéracie informatique, mais aussi au niveau de la lecture et de l’écrit.

Nous nous proposons d’établir, en premier lieu, un compte-rendu des apports des recherches effectuées dans le cadre de l’enseignement des langues, plus précisément au niveau de l’apprentissage de l’écrit en classe de FLE. Nous passerons ensuite à l’analyse des instructions officielles portugaises pour l’enseignement du FLE, en ce qui concerne l’utilisation des TIC ou des TXT. Nous terminerons par une réflexion finale dans laquelle nous tisserons nos conclusions sur la place des TIC dans les Programmes de Français, en mettant en relation des deux parties précédentes.

En bref, nous pensons ainsi pouvoir contribuer à une meilleure connaissance des avantages et des inconvénients de l’utilisation des TIC et des TXT dans l’enseignement de l’écrit dans les cours de Français.

I Congrès Luso-Espagnol d’Etudes Francophones

Discontinuités et Confluences

des regards critiques dans les études francophones

Université d’Algarve, 10-12 octobre 2007

APPEL À COMMUNICATION

L’APEF (Association Portugaise des Études Françaises) et l’APFUE (Association de Professeurs de Français de l’Université Espagnole) se proposent d’organiser en collaboration le premier Congrès Luso-Espagnol d’Études Francophones qui se tiendra le 10, 11 et 12 octobre 2007 à l’université d’Algarve.

Une telle initiative scientifique vise avant tout la diffusion du français et des études francophones dans les deux pays de l’Europe du sud (le Portugal et l’Espagne) mais aussi l’ouverture de nouvelles voies de collaboration entre les universités espagnoles et les universités portugaises dans ce domaine. Ainsi, ce premier Congrès constituera un espace de rencontre et de réflexion ancré sur le thème Discontinuités et confluences des regards critiques dans les études francophones.

Le modèle d’organisation choisi pour cette première rencontre prévoit la réalisation de deux conférences plénières, de tables rondes et la présentation de communications. Les lignes d’orientation pour la présentation de communications prévues pour 20 minutes sont les suivantes :

I. Langue et Linguistique

1. Le français contemporain : niveaux discursif, syntaxique, morphologique, sémantique, phonologique…

2. Rapports actuels entre le français et les langues ibériques : publications bilingues ou multilingues, lexicographie bilingue ou polyglotte, emprunts lexicaux…

3. Promotion et présence du français dans les pays lusophones et/ou hispanophones, politiques langagières, attitudes envers la langue de l’autre…

II. Littérature et Culture Françaises /Francophones

1. La littérature française et francophone du/des XXe et XXIe siècles

2. Les T.I.C. et la circulation des biens culturels

3. Production et diversité culturelle : langages littéraires, artistiques et scientifiques axés sur l’actualité

III. Didactique du Français Langue Étrangère

1. Idéologie, médias, technologies de l’information et de la communication, le FLE et le Français Langue de spécialité

2. Langage et didactiques interculturels

3. Formation des enseignants : changements et tensions actuelles

IV. Études Comparées

1. Images de la France et des pays francophones à l’aube du XXIe siècle

2. Traduction et réception des biens culturels francophones de l’actualité

3. Espaces luso-espagnols d’échange culturel autour de la France et de la Francophonie

4. Littérature et connaissance du monde : la littérature et les autres arts ; la littérature et les sciences…

Les propositions de communication (300-500 mots) sont à envoyer, avant le 31 mai 2007, à Ana Clara Santos (avsantos@ualg.pt). Le programme sera diffusé à la fin du mois de juillet 2007.

Frais d’inscription

Membres de l’APEF et de l’APFUE avec communication : 30 euros

Membres de l’APEF et de l’APFUE sans communication : 40 euros

Étudiants : 20 euros

Autres : 55 euros

Comité Scientifique

Francisco Lafarga (U. de Barcelone)

Maria Hermínia Laurel (U. d’Aveiro)

Ángeles Sirvent (U. d’Alicante)

Ana Clara Santos (U. d’Algarve)

Manuel Bruña (U. de Séville)

Mª de Jesus Cabral (U. Catholique Portugaise)

José M. Oliver (U. de La Laguna)

José D. de Almeida (U. de Porto)

Comité organisateur

Ana Clara Santos

Ana Alexandra Carvalho

Célio Manuel Conceição

Joaquim Guerra

Zaida Pereira

Please distribute widely:

Second Call for Proposals:
Writing Research Across Borders
2008 Santa Barbara Conference on Writing Research
University of California Santa Barbara
February 22-24, 2008

The Gevirtz Graduate School of Education and the Writing Programs at the
University of California, Santa Barbara and the University of
California, Davis invite proposals for their interdisciplinary
conference, « Writing Research Across Borders, » to be held February
22-24, 2008 in Santa Barbara, California.

This is an exciting time where research on writing is having many
births, rebirths, and growing spurts in many nations and with foci on
many levels of schooling and development across the lifespan. At the
2008 Santa Barbara Conference on Writing Research we hope to foster
dialogues across different writing research traditions, located in
different national, disciplinary, and programmatic venues. We have
invited a premier panel of plenary and featured speakers to represent
the diversity of writing research in the world and to open the door for
further broad participation from researchers of all nations interested
in all age levels, institutional settings, and disciplinary approaches.

This conference follows on the successes of the 2002 and 2005 Santa
Barbara Conferences on Writing Research, which had the themes of
« Writing as A Human Activity » and « Writing Research in the Making. »
Further information about our upcoming conference is available at
http://www.writing.ucsb.edu/wrconf08/. Information about the 2005
conference is available at http://education.ucsb.edu/netshare/wrconf05/.

We invite proposals for panels, roundtables, and individual
presentations that discuss works in progress, completed research, and
reflections on how writing research is conceived, proposed, funded,
carried out, published, and responded to. Conference proposals should
be submitted by May 1, 2007. Proposals should be under 300 words and in
English (for a fuller statement on language diversity at our
conference, please see
http://www.writing.ucsb.edu/wrconf08/language.html ). Please send
proposals via email (as a Microsoft Word attachment or in the email
body) to writing@education.ucsb.edu or send paper copies to the address
below.

In addition, through the generosity of the Writing Program of the
University of California at Davis and Chris Thaiss, the Clark Kerr
Professor of Writing at UC Davis, we are able to offer several
fellowships to help support travel expenses for speakers. Fellowships
will be awarded based on financial need and proposal quality. If you
would like to apply for a fellowship, please submit a separate
fellowship application letter explaining your need for funding and how
the fellowship would fit with any other potential sources of funding
available to you.

If you have questions about the fellowship application letter or other
aspects of the submission process, please feel free to contact Dr.
Charles Bazerman or Suzie Null, the Writing Research Across Borders
Conference Coordinators. Both can be reached at
writing@education.ucsb.edu.

Writing Research Across Borders Conference
Proposal Committee
c/o Charles Bazerman
Gevirtz Graduate School of Education
UC Santa Barbara
Santa Barbara, CA 93106-9490

Thank you for your interest in our conference. If you have any
questions please contact us at writing@education.ucsb.edu

For the Organizing committee

Charles Bazerman
Sheridan Blau
Robert Krut
Susan McLeod
Suzie Null
Paul Rogers
Amanda Stansell

http://www.writing.ucsb.edu/wrconf08/.
writing@education.ucsb.edu

(Send by mail by EARLY SIG Wrting newsletter)

Divulgação Jornada Científica

Méthodes de recherche en didactique des langues Journée d’études du DILTEC, de. L’ ACEDLE et de L’ équipe ICAR

12 janvier 2007

Université Paris III, UFR DFLE, 46 rue St Jacques, 3eme étage, salle M Journée d’étude conjointe du Diltec, université Paris III (EA2288), groupe « Tâches et dispositifs », de l’ Acedle (Association des Chercheurs et Enseignants Didacticiens des Langues Etrangères) et de l’équipe Icar (« Plurilinguisme et multimédia »), ENS LSH de Lyon (UMR 5191)

9H30 – 18H

Programme

Présentation de la journée : Christine Develotte, ENS-LSH Lyon, laboratoire Icar (UMR 5191). 9H30 – 9H45 Françoise Demaiziere, université Paris 7 et Diltec, et Jean-Paul Narcy-Combes, université Paris IIL Diltec : « Diversité des méthodologies de recherche en didactique des langues » 9H45 – 10H15

Répondant : Marie-Thérèse Vasseur, université du Maine. lOH15 – lOH45 + questions => 11H

Pause 11H – 11H20

Dominique Montagne-Macaire, IUFM d’ Aquitaine, Bordeaux et laboratoire Icar :

« Didactique des langues et recherche-action ». 11H20 – 11H50

Répondant: Daniel Véronique, université de Provence et Diltec, Paris III 11H50 – ­12H20 + questions => l2H35

Déjeuner: 12H35 – 14H

Nicolas Guichon, université Lyon 2 et laboratoire Icar : « Didactique des langues et recherche développement ». 14H – 14H30

Répondant : Marie-Noelle Lamy, Open University (GB). 14H30 – 15H + questions => 15H15

Pause: 15H15 – 15H35

Muriel Grosbois, IUFM de Paris et Diltec : « Didactique des langues et recherche expérimentale ». 15H35 – 16H05

Répondant : André Tricot, IUFM de Midi Pyrénées et laboratoire « Travail et Cognition » (UMR 5551). 16H05 – l6H35 + questions => l6H50

Synthèse de la journée : Claude Springer, président de l’ Acedle, université Marc Bloch, Strasbourg. 16H50 – 17HI0

Pot de fin

Aucune inscription préalable n’est prévue. L’accès est gratuit