Relevant bibliographies by topics / Portuguese as a mother tongue curriculum

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Academic literature on the topic 'Portuguese as a mother tongue curriculum'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Portuguese as a mother tongue curriculum"

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Guerra, Joaquim. "Will education in the mother tongue contribute to the increase of digital literacies?" World Journal on Educational Technology: Current Issues 6, no. 3 (2017): 139. http://dx.doi.org/10.18844/wjet.v6i3.1975.

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We live undoubtedly in a digital era in which younger people have more technological knowledge and use technology more than older people who mostly must adapt their lives and practices, learning how, why, and when to use digital tools. In schools, this gap is visible if we compare the curricula for teaching the Portuguese mother tongue and teachers’ practices. As we demonstrate, the references in syllabi are residual, and teachers use digital tools as they used other tools before. This paper aims to summarize and to intersect the results from previous studies on information and communication t
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Moret, Márcia Cristina Florêncio Fernandes, and João Guilherme Rodrigues Mendonça. "Proposta bilíngue na educação de surdos: práticas pedagógicas no processo de alfabetização." Revista Produção e Desenvolvimento 2, no. 3 (2016): 14–20. http://dx.doi.org/10.32358/rpd.2016.v2.197.

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The teaching and use of the LIBRAS, in the deaf people education are indispensable for their development, building of their identity, autonomy, beside the communication with the world. The acquisition of the Portuguese Language is part of the regular school curriculum, and its command provides a relationship between language and society, which is mostly formed by hearing and users of this language. There is a concern related to the deaf people education, especially in literacy phase, which consequently extends through all the regular schooling, where the most part of the deaf students are fini
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Vučković, Dijana. "Inartistic text in Montenegrin elementary school mother-tongue curriculum." Nastava i vaspitanje 64, no. 1 (2015): 173–86. http://dx.doi.org/10.5937/nasvas1501173v.

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Moret, Márcia Cristina Florêncio Fernandes, João Guilherme Rodrigues Mendonça, and Livia Catarina Matoso dos Santos. "Pedagogical practices in the literacy process of deaf students." LAPLAGE EM REVISTA 7, no. 3B (2021): 36–42. http://dx.doi.org/10.24115/s2446-6220202173b1482p.36-42.

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There is a concern for deaf education, especially in the literacy stage, which consequently extends throughout regular education, where most deaf students have completed high school without knowing how to read and/or produce in Portuguese. This problem affects the social development of these subjects, since the Portuguese language is still expected as if it were the mother tongue of the deaf, not respecting their identity and culture, whose first language is LIBRAS. In this bias, the research aims to verify the methods and techniques in the literacy process of the deaf and seek new teaching mo
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Ozfidan, Burhan. "Right of Knowing and Using Mother Tongue: A Mixed Method Study." English Language Teaching 10, no. 12 (2017): 15. http://dx.doi.org/10.5539/elt.v10n12p15.

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Language is a crucial factor for the academic achievement of minority people. Speaking the mother tongue in school increases self-confidence and thinking skills, and conveys freedom of speech. Mother tongue is an inseparable element of his or her culture and that everyone has the right to learn his or her mother tongue. The main objective of this current study is to illustrate the need for a language curriculum and to investigate what parameters will influence the development of a mother tongue. This study used an explanatory sequential mixed method, conducted in two phases: a quantitative pha
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Marcilese, Mercedes, Cristina Name, Marina Augusto, Daniele Molina, and Raiane Armando. "Mother-tongue education, linguistic variation and language processing." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 72, no. 3 (2019): 17–40. http://dx.doi.org/10.5007/2175-8026.2019v72n3p17.

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This paperexploresan intersection betweenthree main topics: (i) sociolinguistic variation, (ii) variation acquisition and processingaccording toa psycholinguistic approachand (iii) mother-tongue teaching/learning when the two previous factors are taken into account. Nonstandard linguistic varieties coexist in society with a standardized variety that could be defined as the ‘language of education’. The distance between standard forms and the variety acquired by children at home is quite variable and could have an impact on how and when the formal register becomes (or not) part of the range of l
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Jarienė, Raimonda, and Vilija Salienė. "Speaking as Prerequisite to Socialisation in the General Curriculum of the Lithuanian Language Education (as Mother Tongue)." Pedagogika 116, no. 4 (2014): 145–58. http://dx.doi.org/10.15823/p.2014.054.

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The article focuses on the analysis of expression of speaking, as a prerequisite to socialization, in the curriculum of the Lithuanian language as mother tongue. The theoretical part compares two learning theories making attempts to highlight the importance of speaking to cognitive and social achievements of learners. The theoretical analysis is based on the comparison of the approaches of two learning theories, that is, constructivism and social constructivism. The research part of the article analyses the dual purpose of speaking, i.e., as learning object and as learning tool, and its expres
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Medgyes, Péter. "The National L2 Curriculum in Hungary." Annual Review of Applied Linguistics 13 (March 1992): 24–36. http://dx.doi.org/10.1017/s0267190500002373.

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Hungary is a small landlocked country in Central Europe with a population of over ten million. The official language, and the mother tongue of the vast majority of the population, is Hungarian. Belonging to the Uralic language family, Hungarian is unrelated to any other European language except Finnish. In order to minimize the effects of their linguistic isolation, Hungarians have always attached great importance to the learning of foreign languages.
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Mathewos Alaro, Markos, and Abraham Kebede. "Relevance of Mother Tongue National Examinations to Mother Tongue Curriculum (Syllabus) and Textbooks: The Case of Wolaita Language in Wolaita Zone, Ethiopia." Advances in Sciences and Humanities 6, no. 1 (2020): 30. http://dx.doi.org/10.11648/j.ash.20200601.14.

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Erokhina, E. L., та O. Yu Knyazeva. "On the Сontinuity between the School Subjects «School Rhetoric» and «Russian Language as a Mother Tongue»". Russian language at school 81, № 2 (2020): 7–12. http://dx.doi.org/10.30515/0131-6141-2020-81-2-7-12.

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This research was aimed at justifying the continuity between the course «Russian language as a mother tongue» and the course «School rhetoric», as well as to actualize the semantical and methodological aspects of school rhetoric, which can serve as a pillar in the teaching of a new subject. The primary research method was a comparative analysis of the curricula «Russian language as a mother tongue» and «School rhetoric». It is shown that, despite differences in the curriculum, these subjects share the function of supporting the main course of the Russian language. Although both relying on the
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Dissertations / Theses on the topic "Portuguese as a mother tongue curriculum"

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Mira, Leal Susana. "A reforma curricular no ensino secundário (1999-2006). Transformações, tensões e dinâmicas na área do Português." Doctoral thesis, Universidade dos Açores, 2008. http://hdl.handle.net/10400.3/2601.

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Tese apresentada à Universidade dos Açores para cumprimento dos requisitos necessários à obtenção do grau de doutor em Educação, na especialidade de Metodologia do Ensino do Português, realizada sob a orientação científica do Doutor Rui Vieira de Castro, Professor Catedrático do Departamento de Metodologias da Educação do Instituto de Educação e Psicologia da Universidade do Minho, e a co-orientação científica do Doutor Paulo Jorge Sousa Meneses, Professor Auxiliar do Departamento de Línguas e Literaturas Modernas da Universidade dos Açores.<br>As reformas educativas, ou apenas curriculares, d
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LIMA, Hérica Karina Cavalcanti de Lima. "A formação do professor de português e o livro didático: reflexões sobre documentos, discursos e práticas." Universidade Federal de Pernambuco, 2015. https://repositorio.ufpe.br/handle/123456789/19871.

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Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2017-07-20T12:09:22Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) TeseDoutoradoCE_HericaKarinaCavalcantideLima.pdf: 2396214 bytes, checksum: 5080727610b3a98fa3341b3249089111 (MD5)<br>Made available in DSpace on 2017-07-20T12:09:22Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) TeseDoutoradoCE_HericaKarinaCavalcantideLima.pdf: 2396214 bytes, checksum: 5080727610b3a98fa3341b3249089111 (MD5) Previous issue date: 2015-02-2
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Ohyama, Masayo. "Japanese Mother Tongue Program in an International School| A Case Study." Thesis, Fordham University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10690149.

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<p> In international schools, a range (75&ndash;80%) of students is non-native English speakers. However, many of these schools do not offer mother tongue (MT) programs to these students. These globally mobile students&rsquo; MT proficiency levels depend on whether or not their school offers an MT program. As a result, MT teachers must teach students who possess a wide range of proficiency levels in their MT. This study applied the lens of sociocultural theory to provide more complete description of the Japanese MT program in an international school including the school&rsquo;s organization, l
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Ndabaga, Eugene. "The dynamics of mother tongue policy in the Rwandan primary school curriculum." Thesis, University of Bath, 2004. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397785.

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Hernandez, Beatrice. "The dilemmas of Mother Tongue Education : The integration of curriculum theory and practice: Chinese Mandarin and Spanish mother tongue teachers’ experiences in Sweden." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-158131.

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This study aims to gain a broader view, within the frame of a comparative international perspective, of the relationship and dilemmas between the theoretical visions of the curriculum and their applicability in practice by mother tongue teachers within the current organizational structures and given resources. The research uses a qualitative and comparative method and semi-structured interviews of ten mother tongue teachers, five Chinese Mandarin and five Spanish, teaching Compulsory School level 7 to 9 in Sweden. The interviews and dialogues with the teachers make it possible to see phenomeno
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Gurgel, Manoelito Costa. "Social representations of mother tongue teachers in initial training about the student teaching practicum." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11139.

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Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico<br>Cada vez mais, os professores vÃm exercendo um papel de destaque na ressignificaÃÃo das prÃticas de ensino-aprendizagem de lÃngua materna. Nesse contexto, os cursos de formaÃÃo continuada e inicial de professores de lÃngua materna vÃm sendo repensados. Nesta pesquisa, entÃo, identificamos e reconhecemos o acervo de representaÃÃes sociais (doravante RS) de oito estagiÃrias da disciplina de EstÃgio em Ensino de LÃngua Portuguesa do curso de Letras-PortuguÃs da UFC sobre o estÃgio de regÃncia, engendradas, mobilizadas e ressignifica
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Mattos, Rogeria Katia Arruda. "Entre a tradição e a re-significação de práticas de ensino de portugues como língua materna." Pontifícia Universidade Católica de São Paulo, 2005. https://tede2.pucsp.br/handle/handle/13927.

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Made available in DSpace on 2016-04-28T18:23:35Z (GMT). No. of bitstreams: 1 Rogeria pdf.pdf: 1154375 bytes, checksum: 5eec0f2cc9effbdf70507fb2cd5fdd9a (MD5) Previous issue date: 2005-05-12<br>This is the collaborative research account realized with a mother tongue teacher returning to classroom after ten years out. The research is proposed to a reflexive space to confront different curricula politics concerning teaching portuguese as mother tongue. The goal is describe how the other teacher s practices and professional identity are constituted. The languge and the teaching language are b
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Ssentanda, Medadi Erisa. "Mother tongue education and transition to English medium education in Uganda : teachers perspectives and practices versus language policy and curriculum." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95855.

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Thesis (PhD)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: In this dissertation I report on an ethnographic survey study undertaken on bi-/multilingual education in ten primary schools in Uganda. The primary aim of this study was to explore how teachers understand and manage the process of transitioning from mother tongue (MT) education to English as a language of learning and teaching (LoLT). In this study I used a multi-method approach involving questionnaires, classroom observations, follow-up interviews and note taking. Data was analysed using a theme-based triangulation appro
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Mikhaylova, Tatiana. "Ett språkämne bland andra? : En policystudie om modersmålsundervisning i grundskolan." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-295427.

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The main objective of this study is to increase knowledge of how mother tongue as a school subject is constructed, legitimized and positioned at the policy level. Based on the analysis of governmental policy documents, the thesis deals with mother tongue instruction (MTI) in the Swedish compulsory school, its historical development and status among other language subjects. The study draws on the curriculum theory, which means that the focus lies on the relationship between content of the curriculum and the historical, social and cultural context in which it was conducted. Regarding MTI, I argu
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Vogt, Magdalena. "Floating Between Two Worlds : Investigating Discourses of Continuity and Change within Akha Educational Practices in Thailand." Thesis, Linköping University, Department of Behavioural Sciences and Learning, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-10720.

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<p>As the postmodern view on local perspectives and situated knowledge is becoming increasingly more important, educational issues regarding ethnic minority groups and multicultural aspects of learning are rapidly turning into a major focus throughout the international educational world. Distinct minority cultures and languages are rarely given enough attention within formal school settings. Instead national languages and curriculum are mandatory, leaving minority students confused and at a disadvantage. The Akha people of Northern Thailand find themselves sharing these minority struggles and
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Books on the topic "Portuguese as a mother tongue curriculum"

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1932-, Nūpūra Indirā, and National Council of Educational Research and Training (India), eds. Image of women and curriculum in mother tongue. Dept. of Women's Studies, National Council of Educational Research and Training, 1991.

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Curriculum framework for mother tongue teaching in Bengali for pupils ages 5-11 years. CILT, 1998.

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Curriculum Framework for Mother Tongue Teaching for Pupils Aged 5-11 Years in Bengali. CILT Publications, 1998.

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Short, Simine. The Formative Years. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252036316.003.0001.

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This chapter details the early years of Octave Chanute. In 1838, six-year-old Octave arrived in America with his father Joseph Chanut, who had accepted an offer to teach in one of the three major colleges in antebellum Louisiana. The eldest of three, Octave left the security of his life in Paris, where he lived with his mother, grandmother, and two younger brothers, to move to America with a father he barely knew. A new life, so different and not Parisian at all, began for Joseph and Octave. Joseph home-schooled his son, and his French-speaking colleagues supplied a teaching curriculum accordi
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Book chapters on the topic "Portuguese as a mother tongue curriculum"

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Mitchell, Rosamond, and Christopher Brumfit. "20. The place of knowledge about language in the mother tongue and foreign language curriculum." In Reflections on Language and Language Learning. John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/z.109.27mit.

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Severo, Cristine G., and Sinfree B. Makoni. "Using lusitanization and creolization as frameworks to analyse historical and contemporary Cape Verde language policy and planning." In Colonial and Decolonial Linguistics. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198793205.003.0004.

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This chapter analyses the status and spread of Portuguese in Cape Verde, using Lusitanization and Creolization as analytical frameworks. Lusitanization is a colonial and postcolonial political dispositif that led to the spread of Portuguese discourses and institutions in former Portuguese colonies. Lusitanization weaves together slavery, religion, bureaucracy, and race, and establishes Portuguese as a core to these discourses. Creolization is the product of colonial encounters between the Portuguese and Cape Verdeans. Cape Verde played a central role in the Atlantic slave trade, connecting Africa with America, and Angola with Brazil. Sociolinguistically, Lusitanization manifests itself through the production of a form of Portuguese whose origins can be traced back to Christianization; at the same time, Indigenous languages were invented, and old words given new meanings. The interplay between sociolinguistics and history had the effect of racializing Portuguese: mother-tongue Portuguese speakers were assumed to be white, and nationals of Portugal.
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Mdzanga, Nokhanyo. "Locating indigenous knowledge in a teacher education curriculum: A case of teaching isiXhosa to non-mother-tongue speakers." In Knowledge beyond colour lines: Towards repurposing knowledge generation in South African higher education. African Sun Media, 2021. http://dx.doi.org/10.52779/9781990995057/15.

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Katzlinger, Elisabeth. "Technology Enhanced Language Learning in Early Childhood." In Advances in Game-Based Learning. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-713-8.ch006.

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This chapter deals with a training curriculum for kindergarten teachers to introduce a learning game for technology-enhanced language learning in early childhood and how kindergarten teachers can launch the game in their classes. The game helps children to become familiar with the German language as a mother tongue or as a second language. The game “Schlaumäuse” was developed to enhance the children’s language learning. Children between the ages of four to eight are the target group of this software. The different activities in the game’s story encourage the children’s phases of language learning like structure of syllables, phoneme, rhymes or phonological features.
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Haney, Kathleen. "The Liberal Arts and the End of Education." In The Paideia Archive: Twentieth World Congress of Philosophy. Philosophy Documentation Center, 1998. http://dx.doi.org/10.5840/wcp20-paideia199829488.

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An international conference that takes Philosophy Educating Humanity as its theme does well to revisit the liberal arts tradition. Although the liberal arts are most often assimilated to studies brought together as the Humanities, the old usage included the arts which employed artificial languages in mathematics, music, and astronomy, as well as the literature and letters of the various natural languages. The current conflation of liberal education with the humanities does violence to the historical tradition in education, reducing it to fluff in the eyes of tough-minded scientists who know that only numbers deliver objectivity. The liberal arts of the traditional undergraduate curriculum provided the skills to liberate the student's linguistic powers so that he or she could read, speak, and understand natural language in all its functions. To educate human persons to master language is to encourage students to take possession of their natural powers so that they can express themselves, understand what others say, and reason together. The arts of natural language lead to mastery of the mathematical arts which use a language that is no one's mother tongue. Together, the seven arts rid students of the worst enemies of humankind: ignorance and prejudice.
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Conference papers on the topic "Portuguese as a mother tongue curriculum"

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Camarinha, Ana, Antonio Vieira de Castro, and Paula Morais. "TECHNOLOGIES TO MEDIATE THE TEACHING OF MOTHER TONGUE. A CASE STUDY OF PORTUGUESE LANGUAGE." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0935.

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