Topics in Teaching Portuguese as a Second Language
Code
722131100
Academic unit
Faculdade de Ciências Sociais e Humanas
Department
Formação ao Longo da Vida
Credits
10
Weekly hours
4
Teaching language
Portuguese
Objectives
a) To explore questions which are relevant in the teaching of Portuguese as a second/foreign language
b) to develop autonomous research skills directed towards the resolution of problems in specific learning contexts
Knowledge and skills to be acquired:
- Knowledge of main concepts and questions in the teaching of a second/foreign language
- Knowledge of documents and instruments for teaching (Portuguese as) a second/foreign language
- Kowledge of assessment practices
- Ability to create assessment instruments for Portuguese as a second/foreign language tailored to learners´ profiles
- Ability to recognise the roles which communication and information technologies may play in teaching Portuguese as a second/foreign language
- Ability to identify suitable procedures to teach Portuguese for specific purposes
- Ability to reflect critically on one´s own teaching practices
- Ability to develop action-research projects
Prerequisites
Not applicable
Subject matter
1. Guidelines and instruments for the teaching/learning of (Portuguese as) a second/foreign language
2. Assessment practices
3. The use of communication and information technologies in the second/foreign language classroom
4. The teaching/learning of Portuguese as the language of schooling
5. The development of action-research projects in the domain of Portuguese as a second/foreign language
Bibliography
Conselho da Europa (2001) Quadro Europeu Comum de Referência para as Línguas -Aprendizagem, Ensino, Avaliação. Porto: ASA.
Mateus, M.H.M. & L. Solla (orgs.) (2013) O Ensino do Português como Língua Não Materna: Estratégias, Materiais e Formação. Lisboa: ILTEC/Fundação Calouste Gulbenkian.
Mills, G. E. (2003). Action research: A guide for the teacher researcher. Upper Saddle River, NJ: Merrill/Prentice Hall.
Pinto, J. & L. Santos (2006) Modelos de avaliação das aprendizagens. Lisboa: Universidade Aberta.
Tavares, C.F. & L.F. Barbeiro (2011) As implicações das TIC no ensino da língua. DGIDC.
Teaching method
The seminar is organised in five modules. Each module has the following format: video lessons presenting the contents of the syllabus, the description of examples, the formulation of problems, among others; different resources (summaries, schemata, tables, images, adapted materials, etc.); bibliographic references and links to online references.
All resources and interaction with the students will be predominantly moodle-based.
Evaluation method
The assessment will be based on: (i) various activities throughout the semester (e.g. research-related tasks, readings, production of materials/activities and short case studies); and (ii) the design of an action-research project.