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Journal articles on the topic 'National Plan for Teaching Portuguese Language'

Author: Grafiati
Published: 7 September 2021
Last updated: 29 July 2025

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1

Hazem, Lynda Ben. "How does The Chinese Language Program at Carthage University’s Higher Language Institute of Tunis in Tunisia use the 5C Method to Provide a Multi-Faceted Chinese Language Education for Tunisian Students?" Mandarinable: Journal of Chinese Studies 4, no. 1 (2025): 66–76. https://doi.org/10.20961/mandarinable.v4i1.1744.

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To create standards for foreign language instruction in grades K–12, a coalition of four national language organizations—the Council on Foreign Language Teaching in the United States, the Association of French Teachers in the United States, the Association of German Teachers in the United States, and the Association of Spanish and Portuguese Teachers in the United States—was granted funding in 1993. To define content standards for foreign language education, an eleven-member task force representing various languages, program models, levels of instruction, and geographic areas was assigned. The
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Rossi Stumpf, Marianne, and Ronice Müller de Quadros. "Beyond Language Policies." Hrvatska revija za rehabilitacijska istraživanja 58, Special Issue (2022): 279–99. http://dx.doi.org/10.31299/hrri.58.si.15.

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This paper presents the linguistic plan for Brazilian Sign Language, also known as Libras (Língua Brasileira de Sinais), which has an impact on deaf education in Brazil. A set of actions for the recognition of Libras has been established given the development of research in the field of deaf education, sign language linguistics and sign language translation and interpretation through the involvement of the National Deaf Education and Integration Federation, FENEIS (Federação Nacional de Educação e Integração de Surdos). Documents created by the deaf and scientific publications have contributed
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Custodio, Pedro Balaus. "Young readers and a portuguese sonnet of the 18th century: a viable alliance? A trial in the 2nd Cycle of Basic Education." Journal of Literary Education, no. 2 (December 6, 2019): 71. http://dx.doi.org/10.7203/jle.2.14995.

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The program of the 2nd cycle of Basic Education in Portugal contains several guidelines on the teaching of the poetic text, not only in terms of contents and objectives, but also concerning the suggestion of texts to read. These proposals are always supported by the lists included in the National Reading Plan. Now, regarding the poetic text, inserted in the field called literary education, will it be useful to make available texts that deviate from the trajectories that the textbooks outline? Is it possible to embark on texts traditionally read by a more mature student audience? Will students
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Costa, João Paulo de Castro, Silvânia Aparecida de Freitas Souza, Amanda Késsila de Matos Santos, and Ana Maria Silva Souza. "Categorization of the texts present in the Physics textbooks of the PNLEM 2018, adopted at CEFET-MG: connections with the history of Physics." OBSERVATÓRIO DE LA ECONOMÍA LATINOAMERICANA 22, no. 2 (2024): e3100. http://dx.doi.org/10.55905/oelv22n2-017.

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In Brazil, students from the public schools of the municipal, state and federal networks receive free of charge the textbooks that they will use throughout their basic education, and this distribution is guaranteed by the National Textbook Program (PNLD in the Portuguese acronym). Research in the Teaching of Sciences has a great concern in studying how the teaching-learning process takes place through the textbooks and the role of the teacher in this mediation. The present study was carried out by two students of basic education, under the supervision of their guidance teachers, inserted in th
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Machado, Ana Maria, and Ana Albuquerque e Aguilar. "Teaching digital literature: Alice Inanimada em Portugal." Matlit Revista do Programa de Doutoramento em Materialidades da Literatura 8, no. 1 (2020): 217–40. http://dx.doi.org/10.14195/2182-8830_8-1_12.

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This article seeks to describe the development of the project “Inanimate Alice: translating digital literature in an educational context”, of the Centre for Portuguese Literature at the University of Coimbra. We will address the different stages of the project and the processes involved, namely, the translation of the first five episodes of the series, the translation and the creation of pedagogical materials adapted to the Portuguese curriculum, the applied research with episodes 1 and 2 of Alice Inanimada in two Portuguese schools, the data collection and analysis relating to the experience
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De Miranda, Sérgio Gomes. "A BASE NACIONAL COMUM CURRICULAR (BNCC) E O ENSINO-APRENDIZAGEM DA LINGUAGEM: PRESSUPOSTOS IDEOLÓGICOS DE BASE." ARACÊ 7, no. 7 (2025): 37672–92. https://doi.org/10.56238/arev7n7-145.

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This text summarizes the research project: "The National Common Curricular Base (BNCC) and Language Teaching and Learning: Basic Ideological Assumptions," developed from 2023 to 2025. The problem: how is Portuguese language teaching and learning ideologically oriented in the BNCC, specifically in high school? This is a qualitative study involving eleven elementary school teachers working in the metropolitan region of Goiânia. The study instruments were a questionnaire and an interview, which will be described and analyzed here in summary form.
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Gonçalves, Bruno Miguel F. "Designing and Implementing a Distance Education Plan: A Case Study at a School in Portugal in Pandemic Context." Journal of e-learning Research 1, no. 1 (2021): 34–46. http://dx.doi.org/10.33422/jelr.v1i1.52.

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Considering the epidemiological situation of the new coronavirus - COVID 19 in Portugal, the XXII Constitutional Government decided, in March 2020, to suspend all classroom teaching and non-teaching activities in all educational establishments in the national territory. Consequently, all Portuguese educational institutions had to adapt to the new educational reality, where technologies play a leading role in ensuring communication, interaction and collaboration between all stakeholders in the teaching-learning process. Naturally, this adaptation took time and was accompanied by several opinion
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Araújo, Luísa, Sara de Almeida Leite, Rita Brito, and Sandrina Esteves. "The new words kids hear from translated picturebooks." L1-Educational Studies in Language and Literature 22 (April 8, 2022): 1–51. http://dx.doi.org/10.21248/l1esll.2022.22.1.393.

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This study shows how the language in translated picturebooks is enriched by the use of rare words. We document how the translation of picturebooks from English to Portuguese results in the use of rare words in Portuguese. Evidence indicates that children learn new vocabulary through readings of picturebooks (Noble et al., 2019) and that translators make choices that contribute to the use of rare words (Ketola, 2018). The sample of 86 picturebooks was selected from a list recommended by the Portuguese national reading plan for 3-5-year-olds. The identification of rare words was done using a fre
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Lariccia, Federica. "Cinema teaching in the Italian educacional system." Comunicar 15, no. 29 (2007): 47–49. http://dx.doi.org/10.3916/c29-2007-06.

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In 1999, the Education Ministry has financed the National Plan for the Promotion of Cinematographic & Audiovisual Language, promoted by Lino Miccichè, from the University of Rome III, in collaboration with institutions and national and regional associations. This Plan for three annualities has been blocked by italian government, due to his inestability and a lack of political will to renew the education system. En 1999 el Ministerio de Educación ha financiado el «Plan Nacional para la Promoción de la Didáctica del Lenguaje Cinematográfico y Audiovisual en la Escuela», promovido por Lino Mi
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Jernigan, Christine Galbreath, and Zena Moore. "Teaching Culture: A Study in the Portuguese Classroom Implications for the National Standards." Hispania 80, no. 4 (1997): 829. http://dx.doi.org/10.2307/345104.

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Wenqiang, Song. "Portuguese and Chinese Translation Teaching Based on Learners’ Interests." Journal of Educational Theory and Management 5, no. 2 (2021): 46. http://dx.doi.org/10.26549/jetm.v5i2.7704.

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The report of the 19th National Congress of the Party proposes to “accelerate the construction of first-class universities and first-class disciplines, and realize the connotative development of higher education.” In the Declaration on the Construction of New Liberal Arts, it is mentioned that “we should insist on student-centeredness, output orientation and continuous improvement, build a quality assurance system for liberal arts education with Chinese characteristics, and construct a quality culture with liberal arts characteristics.” In this context, undergraduate education in higher educat
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Duarte, Isabel Margarida. "Vantagens de uma gramática de usos para o Português Europeu. Alguns exemplos de análise de expressões extraídas de usos orais informais." Revista da Associação Portuguesa de Linguística, no. 4 (October 15, 2018): 1–17. http://dx.doi.org/10.26334/2183-9077/rapln4ano2018a32.

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Taking into account the theoretical assumptions that praise the description of the use of the system and not only of the system in abstract, we will defend the need for a grammar of uses for European Portuguese. Such a description implies dealing with the complexity, the gradualness of linguistic phenomena, the compulsory contextualization of discourses, both in discursive genres and in their enunciative circumstances. This description testifies that regularities also exist in use and there should not be an excessive cut between describing the language and describing the use of language. Unlik
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Quintana, María Graciela Badilla, and Cristian Lara Valenzuela. "Acti-Plan." International Journal of Knowledge Society Research 5, no. 3 (2014): 15–24. http://dx.doi.org/10.4018/ijksr.2014070102.

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Two 3D-learning environments in SecondLife and OpenSim have been developed as part of a grant project called TYMMI -Technology and Pedagogical Models in Immersive Worlds- funded by the National Fund for Scientific and Technological Development (FONDECYT) in Chile. The main objective is to strengthen the professional performance of pre-service teachers (bachelor students), by simulating teaching practices and virtual learning opportunities where the community members join a meeting or class, share and interact in the complex process of assimilation teaching skills. Preliminary results are relat
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Souza, Sheila Perina. "Entre incorporação do português angolano e a imopsição da norma padrão de Portugal na escola angolana / Between the incorporation of Angolan Portuguese and the imposition..." Cadernos CIMEAC 9, no. 1 (2019): 101. http://dx.doi.org/10.18554/cimeac.v9i1.3863.

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Este trabalho insere-se na discussão sobre as práticas de ensino e aprendizagem da língua portuguesa (LP) em Angola. Consideramos que o ensino da LP na norma padrão de Portugal, para crianças cuja língua materna é o português na variedade angolana, pode ser apontado como uma forma de elas se sentirem estrangeiras. Inspirados em Barzotto (2004), que reflete sobre a incorporação das variedades linguísticas trazidas pelos alunos, objetivamos discutir a incorporação da variedade angolana nas aulas de LP. Questionamos qual é o lugar dessa variedade nas aulas de LP. Nossa análise é feita a partir da
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Ebrahimi, Fateme, and Rahman Sahragard. "Some Insights into Iran’s English Curriculum Based on Iran’s Major Policies." Journal of Language Teaching and Research 7, no. 5 (2016): 1036. http://dx.doi.org/10.17507/jltr.0705.27.

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The study aimed to investigate Iran national curriculum, foreign language part. The curriculum analyzed according to major documents of Iran; 20-year Iran’s vision plan and Comprehensive map of science. Moreover, it was analyzed based on current issues in language teaching. The qualitative study reached at some setback in curriculum. Curriculum centered on language teaching without appropriate culture, while aim of major documents was non-stop communication with world. As a result, there were some weak points toward national curriculum.
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OLIVEIRA, Suziane da Silva, and Francisleile Lima NASCIMENTO. "RURAL EDUCATION IN RORAINÓPOLIS (RR): PROPOSALS AND CHALLENGES IN PORTUGUESE LANGUAGE TEACHING." Boletim de Conjuntura (BOCA) 11, no. 33 (2022): 102–18. https://doi.org/10.5281/zenodo.7060049.

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This article addresses the theme of education reflecting on rural education in the Municipality of Rorainópolis-RR. The research problem is to understand the difficulties faced by teachers in developing the teaching of the Portuguese language in the context of rural education. In this sense, the research aims to analyze the proposals and challenges in the teaching of the Portuguese language in rural education in the Municipality of Rorainópolis-RR. The research methodology starts with a literature review characterized by a bibliography and legal review of a descriptive and explor
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Gomes Senna, Luiz Antonio. "CULTURAL BILINGUALISM AND LANGUAGES IN CONTACT IN TEXT PRODUCTION: EXPLAINING THE CASE OF PERMANENT INTERFERENCES IN WRITTEN BRAZILIAN PORTUGUESE." Problems of Education in the 21st Century 81, no. 6 (2023): 811–24. http://dx.doi.org/10.33225/pec/23.81.811.

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A critical review of the nature of Education as a universal right in peripheral societies, based on the analysis of the social and cultural circumstances that permeate the learning experience of the written Portuguese language in Brazilian schools. The concept of cultural bilingualism is defended as necessary in facing the demand for subjectivation of the universal right to Education, supported by facts of written production among school subjects. It also justifies the overcoming of the classic concepts of bilingualism, listed exclusively from grammatical-functional aspects or issues of use th
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Clavijo, Amparo. "English teaching in the elementary school: Some critical issues." Colombian Applied Linguistics Journal 18, no. 1 (2016): 7. http://dx.doi.org/10.14483/calj.v18n1.aa00.

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Although for the last 10 years Colombia has proposed a National Plan for Bilingualism in different stages, the education of young children in Colombian public and private schools in relation to English language learning evidences some critical issues regarding the preparation of future teachers, the professional development of in-service teachers, and the nationalstandards for foreign language teaching.
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Sin, Cristina, Orlanda Tavares, and Sónia Cardoso. "Portuguese Institutions’ Strategies and Challenges to Attract International Students." Journal of International Students 9, no. 4 (2019): 1095–114. http://dx.doi.org/10.32674/jis.v9i4.185.

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Public institutions in Portugal have not invested in strategies to attract international students until recently, when the adoption of new legislation and a national strategy for internationalization created more appealing conditions for it. This article aims to study the strategies institutions employ to recruit international students in a country less attractive than the major receiving countries and the main challenges they encounter. The study draws on interviews with top and middle managers in two public universities. The findings identify three types of strategies: institutional branding
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de, Pinho Cavalcanti Larissa, and de Lima Ferreira Janaina. "Brazilian chronicles and the antiracist teaching of Portuguese in the Sertão of Pernambuco." Revista Letras Raras 10, no. 3 (2023): 182–203. https://doi.org/10.5281/zenodo.10059943.

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The present article discusses the planning and execution of a workshop on Portuguese Language on the genre chronicle for 9th grade students in a state school in the Sertão of Pernambuco, Brazil. The workshop lasted four hours and took place during the third bimester in 2019. It was part of the activities in the Program of Pedagogical Residence [Programa de Residência Pedagógica] and four residents from the Teaching of English-Portuguese major were the mediators, under supervision of both the Portuguese teacher at the school and the Program coordinator at university. The planning of the worksho
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Medina, Joao Paulo Sabadin Santos T., Suellen Martins Medina, and Ekaterina A. Budnik. "LINGUISTIC ERRORS OF BRAZILIAN STUDENTS WHEN LEARNING RUSSIAN AS A FOREIGN LANGUAGE (BASIC LEVEL)." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 20, 2020): 505. http://dx.doi.org/10.17770/sie2020vol5.5097.

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The article examines the errors in the basic level regarding the interference of the Portuguese language when Brazilian students learn Russian as a foreign language and offers the methodic to predict and avoid them. For this, authors compare the phonetic systems of Russian and Brazilian Portuguese as well as the main grammar units and structures that form the linguistic minimum on the basic level. Then, using the comparative analysis the errors in the students’ speech are predicted and interpreted. The results of theoretical comparison are compared to the actual and real errors. In the phoneti
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Danilova, Vasilisa Andreevna. "Mechanisms of conveying phraseological units in the novel “Eugene Onegin” by A. S. Pushkin [based on the translation into the Portuguese language by Dario Moreira Castro Alves." Litera, no. 7 (July 2021): 90–98. http://dx.doi.org/10.25136/2409-8698.2021.7.33697.

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The object of this research is the phraseological units in translation of the novel “Eugene Onegin” by A. S. Pushkin into the Portuguese language. Analysis is conducted on the concept of phraseological units and methods of their classification in the scientific literature. The article aims to examine the methods of conveying phraseological units in the two noncognate language, as well as reveal ethnocultural differences in the set phrases denoting similar concepts. The author believes that understanding and proper interpretation of phraseological units are essential for tra
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Alves, Pericles, Luiz Octávio Fabrício dos Santos, Regiane Luiza Da Costa, et al. "(In)Effectiveness of Permanent Preservation Areas in Controlling Deforestation in the Amazon: A Case Study of the Mapinguari National Park, Brazil." Revista Brasileira de Geografia Física 18, no. 4 (2025): 3114–28. https://doi.org/10.26848/rbgf.v18.4.p3114-3128.

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Deforestation in the Amazon Biome has become more evident through the "arc of deforestation." Protected Areas (APs; Abbreviation in Portuguese) in the Amazon play numerous environmental services in this region, notably the preservation of sources within the Purus and Madeira River interfluve, the conservation of habitats for plant and animal species, and large-scale carbon stocking in forests, influencing climate regulation, for example. This study aimed to analyze not only the deforestation dynamics within the boundaries and Buffer Zone (BZ) of the Mapinguari National Park (PNM; Abbreviation
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GAUDIANI, CLAIRE L. "Dissemination and Diffusion of Progress in the Foreign Language Teaching Field: A National Plan." ANNALS of the American Academy of Political and Social Science 490, no. 1 (1987): 163–76. http://dx.doi.org/10.1177/0002716287490001012.

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Contreras Avendaño, Jeesson Stiven, Alejandro Malaver Duarte, Juan Esteban Morales Vargas, and Judith Castellanos Jaimes. "Challenges of English Language Teaching: The Case of a Public School." Enunciación 29, no. 2 (2024): 253–69. https://doi.org/10.14483/22486798.21435.

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This article presents a case study conducted at a public school, focusing on the English language proficiency of tenth-grade students. The study aimed to assess student performance in English while considering national policies like Colombia’s National Bilingualism Plan. The data collection methods included field notes, interviews, and diagnostic tests to analyze language proficiency levels. The findings revealed some factors hindering the development of proficiency, such as student disinterest, the lack of independent learning, and a focus on receptive skills over productive ones. The student
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Arau Ribeiro, María del Carmen. "Some Lessons Learned: The ReCLes.pt CLIL Project in Higher Education." e-TEALS 6, no. 1 (2015): 20–37. http://dx.doi.org/10.1515/eteals-2016-0002.

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Abstract This paper draws together a number of best practices identified over the course of the national ReCLes.pt CLIL project. Developed by Portuguese Higher Education Institutes (HEIs) associated in the Network Association of Language Centers in Higher Education in Portugal (ReCLes.pt, http://recles.pt), the project promoted pilot teacher training courses in Content and Language Integrated Learning (CLIL). Ultimately, 33 CLIL course modules were implemented in six participating HEIs, impacting over 600 students. Over the course of three years to reach this initial long-term goal, the ReCLes
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Kumar Dash, Dr Pratap. "SHIFTING PARADIGM IN THE 21ST CENTURY: PLANS TO REORIENT INDIAN SCHOOL LEVEL ENGLISH LANGUAGE TEACHERS AND TEACHER EDUCATORS." Journal of English Language and Literature 09, no. 02 (2022): 81–89. http://dx.doi.org/10.54513/joell.2022.9211.

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This paper aims at presenting some of the additions and modifications in bridging the gap between the earlier planning and policies and the emerging challenges in English language education in India and then suggests how to reorient Indian English language teachers basically at primary and secondary levels keeping in view the national and international requirements. Firstly, it reviews the English language teacher education and current practices of English language teaching and learning systems both in vernacular and English medium schools in India. Secondly, it critically examines the nationa
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Lopes, António. "Changing teachers’ attitudes towards ICT-based language learning tasks: the ETALAGE Comenius project (the Portuguese case)." EuroCALL Review 20, no. 1 (2012): 109. http://dx.doi.org/10.4995/eurocall.2012.16199.

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Many foreign and second language teachers are reluctant about shifting from traditional language instruction to TBLT. Another challenge has been the use of ICT in the classroom, a problem addressed in previous Comenius projects. The ETALAGE project aimed to build on the achievements of such projects and to address these challenges, by collecting, re-designing, adapting and disseminating samples of good practice of ICT-based language learning tasks (A1-B2 CEF levels) in primary and secondary education. Partners produced in-service teacher training courses adjusted to local needs. Independent ex
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Tan, Xiaoping. "On Reform of College English Teaching Based on the FiF Smart Learning Platform." Journal of Language Teaching and Research 10, no. 5 (2019): 1067. http://dx.doi.org/10.17507/jltr.1005.20.

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The world’s educational reforms evolve dramatically along with the rapid development of science and technology, and promoting education informatization has become the national strategy of many countries. To implement the the Action Plan for Education Informatization 2.0 issued by the Ministry of Education of the People’s Republic of China and further integrate the information technology into classroom teaching to achieve innovations in teaching , Leshan Normal University has introduced the FiF (For Ideal Future) Smart Learning Platform , developed by iFLYTEK Co.,Ltd.. Giving a full play to the
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Chaves Marinho, Janice Helena, and Delaine Cafiero Bicalho. "Ensino de gramática: contribuições de livros didáticos de Língua Portuguesa/ Grammar teaching: contributions from Portuguese textbooks." Educação em Foco 18, no. 26 (2015): 179–207. http://dx.doi.org/10.24934/eef.v18i26.507.

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Este artigo apresenta uma análise do trabalho com o ensino de gramática proposto por coleções de livros didáticos de Língua Portuguesa, de modo a identificar as contribuições que as coleções têm trazido para o ensino. Apresentamos uma análise geral de 40 coleções, em uso em escolas de Ensino Fundamental do país nos períodos de 2010 a 2012 e de 2011 a 2013. Desenvolvemos essa análise com base no estudo dos livros didáticos, bem como nas resenhas dessas coleções, publicadas nos Guias de Livro Didático. Assumindo uma concepção discursiva da língua e da linguagem (ANTUNES, 2010), interessou-nos in
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Bushueva, Lyudmila A. "Teaching the Tatar language in Kazan institutes of higher education in the 1920s: from Old Turkic written language to the Dalton plan." Historical Ethnology 6, no. 2 (2021): 208–20. http://dx.doi.org/10.22378/he.2021-6-2.208-220.

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The article examines the process of the Tatar language teaching formation in Kazan institutes of higher education in the 1920s on the example of institutes in the Humanities sphere: the North-Eastern Archaeological and Ethnographic Institute, the Eastern Academy and the Tatar National Branch of the Eastern Pedagogical Institute. The research is based on a wide range of unpublished sources from the funds of the State Archive of the Republic of Tatarstan. The study examines the curriculum of the disciplines within which the Tatar language was studied, the teaching forms and methods, as well as t
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Souza, Thuysa Schlichting de, Gorete Fonseca, and João Pedro Da ´Ponte. "Professional learning in moments of whole-class discussion in a lesson study." Revista Paranaense de Educação Matemática 12, no. 29 (2023): 40–57. http://dx.doi.org/10.33871/22385800.2023.12.29.40-57.

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This article aims to present 1st cycle of basic education Portuguese teachers’ learning of teaching pupils between 6 and 7 years of age, when they plan, lead and reflect on the moment of whole-class discussion, during a lesson study in mathematics. It is a qualitative research, and data collection was carried out by non-participant observation with the elaboration of a logbook and audio and video recording of sessions. The results show that, when planning the whole-class discussion, the teachers became aware of the importance of planning teaching in detail, paying attention to the objectives t
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Galstyan, Armenuhi. "CELTA lesson plan template as a basis for effective lesson planning." Journal of V. N. Karazin Kharkiv National University Series: Foreign Philology. Methods of Foreign Language Teaching, no. 94 (November 30, 2021): 47–52. http://dx.doi.org/10.26565/2227-8877-2021-94-07.

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Modern teachers are anxious about the question how to make foreign language lessons more effective, how to motivate students and keep their attention during the whole lesson. For continuous development of educational system in Ukraine, the instructors attend foreign language teachers’ trainings, where, for developing their own language awareness, they get acquainted with other instructors of common interests, reveal different approaches, new methods and techniques, study and discuss the implementation of those techniques in their teaching. Certainly, there are numerous institutions engaged in
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Cho, Bo-kyung, Ko-un Choi, and Young-joo Jeon. "Investigating EFL teachers’ beliefs about online language teaching during COVID-19." Convergence English Language & Literature Association 7, no. 2 (2022): 251–82. http://dx.doi.org/10.55986/cell.2022.7.2.251.

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During the COVID-19 pandemic, many South Korean schools shifted from face-to-face to remote teaching. As the crisis was both unexpected and urgent, EFL school teachers had to quickly adapt to online language teaching without sufficient preparation or training and experienced many challenges in delivering effective language teaching in online contexts. Based on a national-scale survey, the present study examines South Korean EFL teachers’ experience with emergency remote language teaching during COVID-19. Over 100 EFL middle school teachers nationwide completed the web-based survey inquiring ab
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Nascimento, Maria Irenilce do. "OS DESAFIOS DO ENSINO MÉDIO NA PRODUÇÃO DISSERTATIVA ARGUMENTATIVA E ENEM." RCMOS - Revista Científica Multidisciplinar O Saber 3, no. 1 (2024): 1–5. http://dx.doi.org/10.51473/ed.al.v3i1.596.

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The essay for the National Secondary School Examination – ENEM, has shown a challenging reference for teachers and students, considering the peculiarities of the required textual typology, - argumentative dissertation, whose production is shaped from the requirements present in the Participant’s Cartilha, one of the offi cial documents from INEP, which guides the referred test. It is necessary to emphasize the lack and precariousness of writing laboratories in public schools, of teaching actions that prioritize interactive content, of better teacher x student connection, among other factors, h
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Auladi, Ifan Rikhza, and Muhamad Rifqi Bakhtiar. "Teaching culture at English language learning in Pesantren." Indonesian Journal of Education and Pedagogy 1, no. 2 (2023): 116–30. http://dx.doi.org/10.61251/ijoep.v1i2.62.

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The growth of English language learning in Pesantren (Islamic Boarding School) leads to a challenge as the subject contains the culture of target language. Integrating English language instruction into traditional Pesantren education requires a comprehensive understanding to avoid conflicts with religious values and traditional pedagogical methods. There are cultural constraints as human relationships in Pesantren based on social hierarchies which embed the philosophy of “total obedience” affecting the students who tend to be less engaged with the material and less motivated to express their t
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Hrytsiuk, Olena Serhiivna. "Teaching Computer Science with CLIL Methodology." Engineering and Educational Technologies 8, no. 4 (2020): 64–73. http://dx.doi.org/10.30929/2307-9770.2020.08.04.06.

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In this paper, methodological and organizational aspects of applying CLIL methodology in teaching computer science for students of universities are analyzed. It is shown that European countries, as well as the United Kingdom, the United States of America, and Canada, where part of the curriculum has been taught in a foreign language for several decades, are most actively introducing content and language integration and promoting an interdisciplinary approach to education. CLIL methodology features and benefits are identified, namely, a comprehensive focus, stimulating learning environment, aut
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Czopek, Natalia. "O português e a língua cabo-verdiana no sistema de educação superior na ilha de São Vicente em Cabo Verde." Linguística: Revista de Estudos Linguísticos da Universidade do Porto 2 (2022): 239–68. http://dx.doi.org/10.21747/16466195/ling2022v2a11.

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The present study is dedicated to the description of one of the areas in which an asymmetry in the linguistic choices available to Cape Verdeans is easily noticed, that is, the national education system. Firstly, we will trace the socio-historical context of the use of Portuguese and Cape Verdean in higher education, including some information about basic and secondary education. In the second part, we will present the results of the research carried out in 2016/2017 on the island of São Vicente, in Cape Verde, referring to the opinions of university students and the teaching staff regarding,
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Castro, Ramos Martín Silva, Landy Aracelly Loeza Rosado, Yara Ivone Villanueva Azcorra, Jorge Alfredo Tec Jiménez, Luis Fernando Che Dzib, and Luis Enrique Ramos Domínguez. "Bilingual experiences with intercultural approach, in the higher normal school of Valladolid, Yucatán; Mexico.” Study plan 2012." South Florida Journal of Development 2, no. 2 (2021): 2052–62. http://dx.doi.org/10.46932/sfjdv2n2-072.

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According to the National Institute of Statistics, Geography and Informatics in Mexico (INEGI, 2010) about 800,000 people over 5 years of age are Mayan speakers in Yucatán, where 538,355 are reported.
 According to Pineda, cited by Krotz (2008), Valladolid is one of the municipalities in the state with the largest number of Mayan speakers.
 Since the 2004 curriculum, the Intercultural Bilingual Primary Education Bachelor's Degree (LEPIB in Spanish), serves this population since our students carry out their teaching practices and provide their professional services with children from
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Yasin, Burhanuddin, Faisal Mustafa*, Diva Safina, Yusri Yusuf, Khairuddin Khairuddin, and Barep Sarinauli. "Introducing Contextual Teaching and Learning as a Transition from Textbook-Based Curriculum to the National Curriculum." European Journal of Educational Research 12, no. 4 (2023): 1767–79. http://dx.doi.org/10.12973/eu-jer.12.4.1767.

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<p style="text-align: justify;">The teaching of speaking in English as a foreign language (EFL) classes in the Province of Aceh did not rely on the suggested techniques and methods. This teacher-designed technique, which was mainly textbook-based, has left an unpleasant learning experience among students. Therefore, we conducted a quantitative research study to experiment with how students responded to contextual teaching and learning (CTL) to see the effect of transitioning from a teacher-established method to a systematically planned learning approach and compare how students progresse
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A. Del Rosario, Vilmar. "Approaches in Teaching Literature in Public Secondary Schools of Southern Nueva Vizcaya." International Multidisciplinary Research Journal 4, no. 2 (2022): 193–201. http://dx.doi.org/10.54476/0942821.

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This study aimed to assess the degree of utilization on the approaches employed in teaching Literature, determine the most common used techniques, and propose a Learning and Development Activity (LDA) to improve the quality of its teaching-learning. The quantitative research design was used in this descriptive research and adapted the Teaching Literature Component of Hwang and Embi (2007) to collect the data from 35 Junior and Senior High School literature teachers in Southern Nueva Vizcaya particularly at Bambang National High School, Aritao National High School, and Santa Fe National High Sc
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De Melo, Rosa Virgínia Oliveira Soares, and Lívia de Rezende Cardoso. "Gender and LD of Portuguese language: collections structure, compliance with the BNCC and gender possibilities in guidelines to teachers." JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 2, no. 1 (2021): e12258. http://dx.doi.org/10.20952/jrks2112258.

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Considering the importance that the curriculum (and here books and teaching materials are included) exert in the process of training subjects, anchored in scholars, such as Butler (2010), Louro (2001; 2010), Paraíso (2004; 2010), among other authors, based on my own master's research (De Melo, 2020), which analyzed notices from the National Textbook Program (PNLD) and gender relations in Portuguese Language (LP) textbooks (LD); and, also, the research by Cardoso (2018), which analyzed the same relationships in the science curricular materials, this article intends to observe how the didactic c
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Fedicheva, Nataliia, and Olha Krysalo. "The teaching of cultural awareness as a skill." Bulletin of Luhansk Taras Shevchenko National University, no. 2 (361) (2024): 133–37. http://dx.doi.org/10.12958/2227-2844-2024-2(361)-133-137.

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The article discusses the inseparability of culture and language teaching and explores some problems that teachers of English as a foreign language face. Incorporating culture into language teaching contributes significantly to developing students’ practical English skills, building their awareness and facilitating cross-cultural communication. The article argues in favor of teaching of cultural awareness as a skill, as opposed to teaching cultural information. It also emphasizes the importance of integrating students’ own culture into English language teaching; The data that the authors have
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Iniutina, Liudmila Alexandrovna, and Tatiana Sergeevna Shilnikova. "Teaching russian as a foreign language in the modern educational paradigm: training dictionaries." SHS Web of Conferences 97 (2021): 01012. http://dx.doi.org/10.1051/shsconf/20219701012.

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The work is devoted to the problem of intensification of teaching Russian as a foreign language in the process of formation and development of the lexical competence of students. The role of educational dictionaries of various types is emphasized. The Experimental Electronic Multilingual Dictionary of Military Terms is presented. It is based on ABBYY Lingvo software for teaching Russian to foreign students of military universities. His vocabulary includes a special vocabulary describing various segments of military activity (weapons, equipment, commands, military life, etc.). For each word the
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Peixoto, Sandra Cadore, Suzane Dubou Serafim, and Thais Scotti Do Canto-Dorow. "The School Garden as an interdisciplinary resource for teaching and learning in the early years." Revista Eletrônica em Gestão, Educação e Tecnologia Ambiental 27 (August 2, 2024): e11. https://doi.org/10.5902/2236117084667.

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This work aims to present the contributions of a vegetable garden in the school context of Elementary School - early years, providing the interdisciplinary teaching of Science, Mathematics, Arts, Physical Education, Religious Education, Geography, History, English Language, Portuguese language, and contemplating the general competences of the National Common Curricular Base. The study was developed with fifth grade students at an Elementary School in the city of Santa Maria (RS, Brazil). For its effectiveness, we sought to understand the National Common Curricular Base and its general competen
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Kukule Nawarathna, Chulan Lasantha, N. Bandara, S. Pothupitiya, and W. A. T. Weerasooriya. "Policy, Planning, and Implementation of Language Education in Sri Lanka: A Broken Thread." International Journal of Research and Innovation in Social Science IX, IIIS (2025): 3925–34. https://doi.org/10.47772/ijriss.2025.903sedu0280.

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Language policy is pivotal in shaping societal cohesion, educational outcomes, and economic opportunities, particularly in multilingual countries such as Sri Lanka. This study critically examines the evolution and implementation of language policies, planning and implementation in Sri Lanka, specifically focusing on the education sector. The study explores the challenges and gaps in executing the country’s trilingual education policy by drawing on qualitative research, including semi-structured interviews with key policymakers and educational experts. This policy aims to promote proficiency in
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Morales, Andrea I., Paola S. Palomeque, Valeria Paredes, and Jerome Mangelinckx. "English in Public Schools Located in Metropolitan Lima, Peru: An Analysis of Eleventh-Grade Students’ Level and Perceptions." English Language Teaching 11, no. 5 (2018): 55. http://dx.doi.org/10.5539/elt.v11n5p55.

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English Language Teaching (ELT) public policies are present in most of the countries of the Americas due to the importance of said language in the international context. The objective of this research was to know the English level of eleventh-grade students in public schools located in Metropolitan Lima, Peru, as well as their perceptions of their own English learning process within the framework of the new national plan called Inglés, Puertas al Mundo (English, Doors to the World). The sample was composed of 72 students from four schools of the city. This study was conducted using a mixed-met
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Dantas, Ricardo. "PNLD 2020 and the teaching book of the final years of Portuguese language: a critical analysis on the inclusion of LIBRAS." Journal of Humanities and Education Development 5, no. 5 (2023): 72–76. http://dx.doi.org/10.22161/jhed.5.5.10.

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The objective of this article is to analyze enunciative elements referring to the criteria for choosing the textbook from the Call for Proposals for the Registration and Evaluation Process of Didactic Works for the PNLD 2020 National Book and Teaching Material Program (BRASIL, 2018) , in a critical perspective regarding the effective inclusion of the Deaf and Deaf in the Brazilian educational political-pedagogical context, observing what has been produced as school material to support Portuguese Language classes. The hypothesis of this analysis is that the choice of the textbook will be permea
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Rapisheva, Zh, and A. Balgabay. "On the issue of using linguistic and regional realities when learning a foreign language." Bulletin of the Innovative University of Eurasia 81, no. 1 (2021): 44–48. http://dx.doi.org/10.37788/2021-1/44-48.

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The article considers the problem of updating the linguistic and regional realities in the process of studying a foreign language in an inseparable connection with the study of regional characteristics determined by the national worldview, social and cultural structure. Modern methodological research is based on the linguistic and cultural approach in teaching a foreign language. At the same time, vocabulary with a regional component, regional geographic information that affects the most diverse aspects of the life of the country of the target language, its history, literature, science, art, a
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Erdem, Aksoy. "Using electronic-collaborative mentoring in higher education-bettering elt student teaching practice processes." i-manager’s Journal on English Language Teaching 12, no. 3 (2022): 61. http://dx.doi.org/10.26634/jelt.12.3.18675.

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This study aims to improve English Language Teaching (ELT) student teachers' teaching practice process with comprehensive and diverse feedback from four different mentors (two national and two international) and to help them better prepare lesson plans and micro-teaching considering intercultural perspectives. Non-parametric tests were used to analyze quantitative data gathered from the scores of five lesson plans and micro-teachings. Qualitative data were obtained from the written feedback to lesson plans, oral feedback to micro teachings and interviews, and analyzed by content analysis. Resu
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