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Avaliação da implementação da abordagem CLIL: um estudo de caso ; Evaluation of a clil approach implementation: a case study
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Let’s be a jigsaw puzzle: o trabalho de projeto na promoção da aprendizagem cooperativa ; Let’s be a jigsaw puzzle: project work in the promotion of cooperative learning
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Letter to my student teachers: Another knowledge is possible
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Who benefits from Western forms of language teacher education?
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'And the Linguistic Minorities Suffer What They Must?': A Review of Conflicts In Curriculum Theory Through the Lenses of Language Teacher Education ? ...
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Moreira, Maria Alfredo. - : Journal of the American Association for the Advancement of Curriculum Studies (JAAACS), 2017
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Alunos sem medo de falar: a interação oral na aula de língua estrangeira ; Fearless speaking students: oral interaction in second language classroom
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On linguistic epistemicides and colonization: looking at subtractive education for bilingual/bicultural children
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'And the linguistic minorities suffer what they must?: a review of conflicts in curriculum theory through the lenses of language teacher education
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Diversidadeliguística em escolas bilingues: um contributa para a justiça social?
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Teacher education curriculum for teaching immigrant students in Portuguese schools
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Abstract:
Educational systems of most European countries seem to be unable to respond adequately to the growing migration-induced multilingualism. None of the European member states has developed an integrated approach to address linguistic diversity in teacher education programmes that will respond to the demands of inclusion, equity, and social justice for all learners. This paper presents a European proposal for a second language teacher education curriculum and the process of its adaptation for the Portuguese context. This curriculum intends to prepare content teachers to work with immigrant pupils in mainstream classrooms with a focus on academic language. After the contextualization of the issue of social and linguistic needs of these immigrant students, the authors present a brief overview of the European project curriculum for Inclusive Academic Language Teaching, followed by a discussion of the Portuguese proposal and its implementation caveats. The authors propose a module on Portuguese as a Non-Native Language (PNN L), which covers the issues of second language acquisition in the schooling project, didactical issues of teaching and learning (inclusive) academic language, inclusive academic language and school organization issues. A national proposal for Portugal also embraces the concept of the teacher as a critical reflective practitioner and of school as a learning community. The authors conclude that this European proposal responds to pressing necessities in Portugal for the education of these students and constitutes a viable response to their language needs, in spite of the many constraints in its application.
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Keyword:
Academic language; Multilingualism; Portugal; Teacher education curriculum
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URL: http://hdl.handle.net/1822/30770
https://doi.org/10.7220/2335-2027.4.9
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Bilinguismo e educação : um novo currículo para a formação de professores
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School achievement by ethnically and linguistically diverse learners : a proposal for teacher development programs in Portugal
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Acção eTwinning: potencialidades e constrangimentos na promoção de competências na aprendizagem de línguas estrangeiras
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Currículo Europeu para o Ensino Inclusivo da Linguagem Académica (EILA)
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