Teaching Portuguese as a Second Language

Code:

MEP004

Acronym:

DPLS

Keywords
Classification	Keyword
OFICIAL	Didactics

Instance: 2022/2023 - 1S

Active?	Yes
Responsible unit:	Department of Portuguese and Romance Studies
Course/CS Responsible:	Teaching Portuguese in the 3rd cycle of Basic Education and in Secondary Education

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MEP	17	MEP - Study Plan	1	-	6	54,5	162

Teaching language

Portuguese
Obs.: Português

Objectives

Aims

1. Devellopment of the awareness of professional conduct that will guide the career of student
2. Reinforcement in the student awareness of the educational value of teaching and learning of Portuguese as a Second Language, in the double instrumental and cultural strand.
3. Development of the students’ appetite for lifelong learning and self-learning by managing and rationalizing independent study and research, which shall guide their future teaching career.
4. Acquisiton of a specific theoretical and methodological framework of Foreign Language Teaching/Didactics, in order to raise awareness on the ways and reasons of teaching practices peculiar to teaching/learning Portuguese as a Second Language.

Learning outcomes and competences

It is expected that students, at the end of the semester, have acquired basic concepts related to the subjects. It is also expected that they will have acquired the knowledge, tools and ability to teach Second Language Portuguese, in the future, if necessary, in a work context.

Working method

Presencial

Program

Syllabus
1. Didactics of languages
2. Teaching-learning in the current context: from ICT to ecopedagogy
3. Guiding documents for teaching and learning in PFL
4. Didactic planning
5. Distinction between Second Language, Foreign Language and Inheritance Language
6. The role and profile of the teacher

Mandatory literature

Bizarro, Rosa 340; Português língua não materna. ISBN: 978-972-757-928-0
Bizarro, Rosa e & Braga, Fátima; Da(s) cultura(s) de ensino ao ensino da(s) cultura(s) na aula de Língua Estrangeira , 2005
Mercé Bernaus; Un nuevo paradigma en la didáctica de las lenguas
Margarida Lucas, António Moreira e Nilza Costa; Quadro europeu de referência para a competência digital: subsídios para a sua compreensão e desenvolvimento
Conselho da Europa; Quadro Europeu Comum de Referência para as Línguas: Aprendizagem, Ensino, Avaliação
Council of Europe; COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES: LEARNING, TEACHING, ASSESSMENT. COMPANION VOLUME WITH NEW DESCRIPTORS
Maria José Grosso (Coord.); QUADRO DE REFERÊNCIA PARA O ENSINO PORTUGUÊS NO ESTRANGEIRO
DGE; Aprendizagens Essenciais - Ensino Básico e Ensino Secundário I Português Língua Não Materna (PLNM)
Isabel Leiria (Coord.); Orientações Programáticas de Português Língua Não Materna (PLNM)
Direção de Serviços de Língua e Cultura, Camões, I.P.; Referencial Camões PLE
Eduíno Neves & Marina Graça; Princípios básicos da prática pedagógico-didática
Lucie Carrilho Ribeiro & António Carrilho Ribeiro; Planificação e Avaliação do Ensino- Aprendizagem
Moacir Gadotti; Ecopedagogia, Pedagogia da terra, Pedagogia da Sustentabilidade, Educação Ambiental e Educação para a Cidadania Planetária
Giovanni Hideki Chinaglia Okado, Larissa Quinelli; MEGATENDÊNCIAS MUNDAIS 2030 E OS OBJETIVOS DE DESENVOLVIMENTO SUSTENTÁVEL (ODS): UMA REFLEXÃO PRELIMINAR SOBRE A “NOVA AGENDA” DAS NAÇÕES UNIDAS
Cristina Flores & Silvia Melo-Pfeifer; O conceito Língua de Herança na perspetiva da Linguística e da Didática de Línguas: considerações pluridisciplinares em torno do perfil linguístico das crianças lusodescendentes na Alemanha
Isabel Leiria; Português língua segunda e língua estrangeira: investigação e ensino
Clarisse Afonso; Professores de línguas estrangeiras: Que competências?
Maria José Grosso; O perfil do professor de Português para falantes de outras línguas numa sociedade multicultural

Teaching methods and learning activities

Theoretical-practical sessions. Active-cooperative method insisting on a qualified participation based on well-grounded knowledge, inferential capacity (by deduction and induction) and reflexive competences developed by students.

keywords

Social sciences > Educational sciences > Education > Language education
Social sciences > Educational sciences > Education > Teacher training

Evaluation Type

Distributed evaluation with final exam

Assessment Components

Designation	Weight (%)
Exame	50,00
Trabalho prático ou de projeto	40,00
Participação presencial	10,00
Total:	100,00

Amount of time allocated to each course unit

Designation	Time (hours)
Estudo autónomo	107,50
Frequência das aulas	54,50
Total:	162,00

Eligibility for exams

Final exam and practical work, as well as participation in classes.

Calculation formula of final grade

Final exam (50%), practical work (40%) and class participation (10%).

Examinations or Special Assignments

To be defined with the students.

Classification improvement

To be defined with the students.