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A competência intercultural na formação de professores moçambicanos de língua portuguesa: literatura como instrumento de mediação
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Introduction: language management, ideologies and practices in scientific research
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Políticas linguísticas de formação e de investigação em universidades públicas portuguesas: das tensões a eixos de reflexão-ação
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Os reportórios plurilingues num processo de aprendizagem ao longo da vida: o caso dos estudantes maduros da Universidade de Aveiro
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Researching across languages and cultures: a study with doctoral students and supervisors at a Portuguese University
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Mi calle favorita
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In: Domínios de Lingu@gem; Vol 14 No 4 (2020): Linguistic Landscapes; 1059-1086 ; Domínios de Lingu@gem; v. 14 n. 4 (2020): Paisagens Linguísticas; 1059-1086 ; 1980-5799 (2020)
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Mediation(s) in an on-line, multilingual teacher education environment ... : Mediation(s) in an on-line, multilingual teacher education environment ...
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| 9 |
A rolling stone gathers no moss? The case of mature students in higher education and their plurilingual repertoires
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| 10 |
Former pour et par l’intercompréhension: les langues comme objet et objectif de la formation de formateurs de la plateforme Galapro
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O diálogo intercultural nas escolas portuguesas: o caso do Clube Europeu da Escola Secundária de São Pedro do Sul
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Developing knowledge on languages and cultures in intercomprehensive multilingual chatrooms: which role in the enhancement of multilingual education?
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Abstract:
Since Doyé’s Reference Study (2005), the concept of intercomprehension gained clear relevance in Language Education and the amount of publications, projects, networks, platforms are an evidence of that (Araújo e Sá, 2011). It became a complex concept which represents its richness and flexibility, but threatens the immediate understanding of its potential as a language education approach. Intercomprehension is aligned with the most recent language and education policies. However, it is still struggling to be recognized and operationalized in the educational context, due to its methodological inconsistency (De Carlo, 2013). Thus, the Référentiel de compétences de communication plurilingue en intercompréhension (REFIC) (De Carlo, 2015) was recently developed 1 This work is financially supported by National Funds through FCT – Fundação para a Ciência e a Tecnologia, I.P., under the project UID/CED/00194/2013 and under a PhD grant SFRH/BD/103005/2014. and one of its aims is to allow a consistent evaluation of the plurilingual and intercultural communicative competences involved and developed in an intercomprehensive experience. In this study, an interactional perspective of intercomprehension is favoured. It is assumed that the interaction between students that live in different languages and cultures allows them to develop plurilingual and intercultural competences, which is intensified by new forms of communication associated to virtual mobility, such as chats, forums or blogs. In order to contribute to the piloting and further validation of REFIC, which is still in a conceptualized version, we will be analyzing the multilingual chats and forums from the session “Poliglotta? No, plurilingue!” from the Galanet platform using its categories. We will be focusing on a cognitive dimension and the research questions guiding this study will be: which knowledge on languages and cultures and how is it mobilized and developed in multilingual chatrooms in a pedagogical session on intercomprehension? The “Poliglotta? No, plurilingue!” session took place in 2014, between February 3rd and April 10th, and was attended by 168 Secondary School students from Spain, Italy, France and Portugal, whose participation is directly related and connected with their language learning at school. There were 7 multilingual chat sessions and 64 discussion forums, which will be analyzed bearing in mind the categories from “II. Les langues et les cultures” from REFIC. We expect to find evidence on the development of knowledge on different dimensions of language and culture, such as organization and social usage of a language and role of culture in communication. This approach puts multilingual virtual communication and interaction in the centre of learning, which is one of the trends in multilingual education that can only be fully recognized once a framework of competences in intercomprehension in validated and adopted.
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URL: http://hdl.handle.net/10773/21305
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Reciprocal images of Portuguese and Turkish university students: minding intercultural gaps in foreign language and culture education
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Explorando a construção de identidades nas interações entre professor e aluno na aula de língua estrangeira: reflexões para a prática didática
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In: Revista Horizontes de Linguistica Aplicada; v. 15 n. 2 (2016) ; 2237-0951 ; 1677-9770 (2017)
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The Role of Hispanic America in the Teaching of Spanish as Foreign Language: Representations of Students and Teachers
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Is there a place for heritage languages in the promotion of an intercultural and multilingual education in the Portuguese schools?
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Explorando a construção de identidades nas interações entre professor e aluno na aula de língua estrangeira: reflexões para a prática didática
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Crossing the bridge: foreign language students’ reciprocal images in (inter)cultural mediation between Portugal and Turkey
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O lugar da hispanoamérica no processo de ensino-aprendizagem de espanhol como língua estrangeira no ensino secundário português
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Dimensão intercultural da linguagem não-verbal em contexto de sala de aula: um estudo com uma turma de espanhol
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