Recommended Prior Knowledge

-

Objectives

1. Reflect on the role of the teacher as curriculum manager in a multicultural and plurilingual context.
2. Understand the concepts of competence and plurilingual and pluricultural education.
3. Distinguish between concepts such as mother tongue, non-mother tongue, host language, heritage language, foreign language and
bilingualism.
5. Characterize the specific nature of non-native language acquisition and learning.
4. Characterize the stages of L2 acquisition.
6. Recognize the importance of proficiency in the school language for academic success and integration into the host community.
7. Deepen the knowledge of curricular guidelines for the learning of Portuguese as a non-native language.

Teaching Methods

The methodological approach of the Portuguese as a Non-Native Language course follows the principles of the ESE-IPS pedagogical model (Modelo_Pedagógico_ESE_dez2023.pdf). In this regard, emphasis is placed on methodologies that foster the connection between theory and practice, primarily based on problem-solving skills and collaborative work. The development of critical and creative thinking skills, as well as skills in analysis and synthesis through the reading of diverse sources, problem-solving, and autonomy, is considered a priority. Consequently, guided text discussion, pair and group work, debate, and interactive presentations on course topics are preferred strategies.

Classes for this course will therefore employ dynamics characteristic of the flipped classroom, collaborative work, independent research, and interaction with experts. The theoretical component will focus primarily on understanding fundamental concepts related to the acquisition, development, and/or learning of Portuguese as a non-native language and, in particular, on awareness of the teacher’s role in educational contexts characterized by linguistic and multicultural diversity.

The instructor will be responsible for introducing the program’s topics and content through theoretical-practical classes and seminars. Students will be responsible for deepening their reflections and solving practical problems based on cases drawn from the Portuguese educational context; these activities will therefore be subject to evaluation.

Each student is expected to attend at least 75% of classes, participate critically and constructively in the proposed activities, and conduct research, observation, and reflection on the proposed topics, with a view to mastering the content and competencies outlined in this course.

Working students and students with other special statuses must negotiate with the instructor regarding individual forms of participation and continuous assessment by the second week of classes in the semester.

Tutorial support will assist students in their independent work.

Internship(s)

Não

Syllabus

1. The teacher as manager of the teaching/learning process in contexts of linguistic and multicultural diversity.
2. Competence and plurilingual and pluricultural education.
3. mother tongue, non-mother tongue, host language, heritage language, foreign language and bilingualism.
4 Explanatory models of the second language acquisition process.
5. characteristics of second language acquisition, development and learning.
6. strategies for teaching Portuguese as a non-native language.
7. the importance of proficiency in the school language for academic success in all curricular areas.
8. curricular documents guiding the development and learning of Portuguese as a non-native language.

Content Explanation

Coherence is evident in the existing articulation between objectives and content in a way that provides students with knowledge and
stimulation for reflection and debate, as well as the development of skills that enable them to provide appropriate intervention to
linguistically and culturally diverse educational contexts.

Methodology Explanation

Throughout the learning process, students should mobilize fundamental concepts associated with the themes of plurilingual and
multicultural educational contexts and master oral and written genres appropriate to the comprehension and discussion of readings,
reflection on real situations and on the different themes of the UC program. At all times of participation in class, they must demonstrate a
proficient mastery of oral and written expression for academic purposes and use diversified conventional and technological supports, with a
view to both the development of essential skills for their academic career and the pursuit of their professional training.

Responsible Lecturer(s)

Ana Luisa da Piedade Melro Blazer Gaspar Costa - 1.º Semester

Bibliography

Bizarro, R., Moreira, M.A., & Flores, C. (coord.), Grosso, M.J. (dir.) (2013). Português Língua Não Materna: Investigação e Ensino. Lidel.
DGE (2016). Orientações curriculares para a educação pré-escolar. ME. DGE.
DGE (2017). Estratégia nacional de educação para a cidadania. ME. DGE.
DGE (2018). Aprendizagens essenciais. Português Língua Não Materna. Ensino Básico. ME. DGE.
Gouveia, A., & Solla, L. (2004). Português Língua do País de Acolhimento. ACIME.
Gouveia, A., & Vieira, M.M. (2006). Crescer bilingue. ACIME.
Hinkel, E. (2022). Handbook of practical second language teaching and learning. Routledge.
Mateus, M.H., Solla, L. (Coords) (2013). Estratégias e materiais de ensino-aprendizagem para Português Língua Não Materna. ILTEC.
Seabra, T., Cândido, A.F., & Tavares, I. (orgs.) (2023). Atlas dos Alunos Com Origem Imigrante: Quem São e Onde Estão nos Ensinos
Básico e Secundário em Portugal. Observatório das Desigualdades, CIES-Iscte.