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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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A rolling stone gathers no moss? The case of mature students in higher education and their plurilingual repertoires
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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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| 13 |
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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Abstract:
We believe that with the positioning of Spanish as an international language and the prominent role of Hispano- American countries in the vitality and projection of this language (Mora-Figueroa, 1998), there is a need for the inclusion of linguistic and cultural varieties in the teaching and learning process of Spanish as Foreign Language, in a context where the Spanish varieties in course books and practices still prevail (cf. Kraviski, 2007). In this paper we propose an analysis of the representations of both students and teachers about the place of Hispanic America in the teaching and learning of Spanish as Foreign Language at Secondary School level (Altmann and Vences, 2004; Pérez, 2003) through questionnaires. At the same time, we will focus on the approaches of the different linguistic and cultural varieties of Spanish (Alvar, 2002), arising in the most used course books in secondary education (initial levels). Moreover, following a qualitative methodological perspective, we undertook a case study (Benson, Chik, Gao, Huang and Wang, 2009) which includes the use of different techniques and instruments, i.e., a methodological triangulation of different sources (namely, questionnaires and course books assessment grids) in order to interpret the obtained data (Pérez, 2003; Altmann & Vences, 2004). On the one hand, the results show that a lot of the course books entail topics related to cultural varieties but some of them fail in addressing aspects related to the linguistic diversity within the Spanish language. On the other hand, students reveal cultural representations which are somewhat stereotypical and show at the same time a sincere desire to learn more about Hispano-American cultural and linguistic diversity, whereas teachers are quite aware of the existence of Spanish cultural and linguistic varieties but some of them are not so eager to work with these varieties within the classroom walls. According to our findings, the study of Spanish language and cultural varieties can be done by making use of vocabulary exercises of contrastive nature, research activities based on audiovisual and online resources, reflexive exercises about poetry and novels and semi-real production tasks. ; info:eu-repo/semantics/publishedVersion
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Keyword:
representations of languages and cultures; Spanish language varieties
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URL: http://hdl.handle.net/10400.22/9922
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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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