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O primeiro contacto com a língua portuguesa: do português língua não materna ao português língua estrangeira (níveis A1). Trabalho de projeto sobre o ensino-aprendizagem em contexto de imersão e não imersão linguística e sociocultural
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Authors
Abstract(s)
Com a elaboração deste Trabalho de Projeto, procuramos contribuir para a
identificação das principais caraterísticas e desafios inerentes ao processo de ensino aprendizagem do Português Língua Não Materna e do Português Língua Estrangeira,
níveis A1. Nesse sentido, estudámos a relação entre o perfil sociolinguístico dos
aprendentes e as situações de imersão e não imersão linguística e sociocultural, tendo
também em atenção as questões ligadas à interculturalidade.
Ao longo do ano letivo de 2019/2020, realizámos a pesquisa de campo. Os
elementos de investigação foram recolhidos com recurso à aplicação de questionários
sociolinguísticos e à observação de aulas, refletindo criticamente sobre as mesmas.
Durante o primeiro semestre, assistimos às aulas de Português Língua Não Materna, nível
A1, na Universidade da Madeira, e, no segundo semestre, lecionámos as aulas no início
do curso de Português Língua Estrangeira, nível A1, na Constantine The Philosopher
University in Nitra (Eslováquia). Em ambos os casos, os aprendentes eram jovens e
adultos, com idades entre os dezassete e os cinquenta e seis anos.
Partindo da análise realizada aos dados obtidos, apresentamos um programa,
planos de aulas e um conjunto de fichas teórico-práticas, conforme a organização do curso
de Português Língua Estrangeira, nível A1, da Constantine The Philosopher University
in Nitra (interrompido devido à Covid-19). Trata-se de um Trabalho de Projeto que
poderá vir a ser realizado no futuro. Este tem a preocupação de trabalhar com os
aprendentes as várias competências que devem ser desenvolvidas, segundo o Conselho
da Europa (Council of Europe, 2018; Conselho da Europa, 2001), no ensino aprendizagem de uma língua estrangeira ou língua adicional, incluindo a dimensão
intercultural.
As reflexões críticas e as propostas didáticas aqui expostas têm um caráter
orientador e flexível. Visam fomentar um maior envolvimento linguístico e sociocultural
dos aprendentes de nível A1, no primeiro contacto com a Língua Portuguesa, assim como
ser um pequeno contributo para a investigação na área.
This Project Work aims to contribute to the identification of the main characteristics and challenges inherent in the teaching-learning process of Portuguese as a Non-native Language and Portuguese as a Foreign Language, levels A1. In this sense, we studied the relationship between the sociolinguistic profile of the learners and the situations of linguistic and sociocultural immersion and non-immersion, also considering the issues related to interculturality. Throughout the 2019/2020 school year, we conducted the field research. The research elements were collected through the application of sociolinguistic questionnaires and class observation, critically reflecting on them. During the first semester, we observed the classes of Portuguese as a Non-native Language, level A1, at the University of Madeira and, in the second semester, we taught the classes at the beginning of the Portuguese as a Foreign Language course, level A1, at Constantine The Philosopher University in Nitra (Slovakia). In both cases, the learners were young people and adults, aged between seventeen and fifty-six. Based on the analysis of the data obtained, we present a program, lesson plans and a set of theoretical-practical sheets, according to the organization of the Portuguese Foreign Language course, level A1, of Constantine The Philosopher University in Nitra (discontinued due to Covid- 19). This is a Project Work that may be carried out in the future. It is concerned with working with learners the various competences that should be developed, according to the Council of Europe (Council of Europe 2018; Council of Europe, 2001), in the teaching-learning of a foreign or additional language, including the intercultural dimension. The critical reflections and didactic proposals presented here have a guiding and flexible character. They aim to promote greater linguistic and sociocultural involvement of learners at A1 level in their first contact with the Portuguese language, as well as being a small contribution to research in the area.
This Project Work aims to contribute to the identification of the main characteristics and challenges inherent in the teaching-learning process of Portuguese as a Non-native Language and Portuguese as a Foreign Language, levels A1. In this sense, we studied the relationship between the sociolinguistic profile of the learners and the situations of linguistic and sociocultural immersion and non-immersion, also considering the issues related to interculturality. Throughout the 2019/2020 school year, we conducted the field research. The research elements were collected through the application of sociolinguistic questionnaires and class observation, critically reflecting on them. During the first semester, we observed the classes of Portuguese as a Non-native Language, level A1, at the University of Madeira and, in the second semester, we taught the classes at the beginning of the Portuguese as a Foreign Language course, level A1, at Constantine The Philosopher University in Nitra (Slovakia). In both cases, the learners were young people and adults, aged between seventeen and fifty-six. Based on the analysis of the data obtained, we present a program, lesson plans and a set of theoretical-practical sheets, according to the organization of the Portuguese Foreign Language course, level A1, of Constantine The Philosopher University in Nitra (discontinued due to Covid- 19). This is a Project Work that may be carried out in the future. It is concerned with working with learners the various competences that should be developed, according to the Council of Europe (Council of Europe 2018; Council of Europe, 2001), in the teaching-learning of a foreign or additional language, including the intercultural dimension. The critical reflections and didactic proposals presented here have a guiding and flexible character. They aim to promote greater linguistic and sociocultural involvement of learners at A1 level in their first contact with the Portuguese language, as well as being a small contribution to research in the area.
Description
Keywords
Português língua não materna A1 Português língua estrangeira A1 Ensino-aprendizagem Imersão linguística e sociocultural Interculturalidade Competências linguísticas e comunicativas Portuguese as a non-native language A1 Portuguese as a foreign language A1 Teaching and learning Linguistic and sociocultural immersion Interculturality Linguistic and communicative skills Linguística: Sociedades e Culturas . Faculdade de Artes e Humanidades