Relevant bibliographies by topics / Portuguese as an additional language

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Portuguese as an additional language'

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

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Journal articles on the topic "Portuguese as an additional language"

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Perna, Cristina Becker Lopes, Karina Veronica Molsing, Simone Sarmento, and Yadhurany Dos Santos Ramos. "Teaching Strategies in Portuguese as an Additional Language." BELT - Brazilian English Language Teaching Journal 6, no. 2 (2016): 121. http://dx.doi.org/10.15448/2178-3640.2015.2.22948.

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Perna, Cristina Becker Lopes, Karina Veronica Molsing, and Camila Visalli. "Teaching and learning strategies of Portuguese as an additional language." BELT - Brazilian English Language Teaching Journal 7, no. 2 (2016): 109. http://dx.doi.org/10.15448/2178-3640.2016.2.26503.

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Santos, Leticia Grubert dos, Laura Knijnik Baumvol, and Cristina Pinheiro Gomes. "Ensino de PLA para falantes de espanhol: uma proposta de sequência didática para alunos iniciantes." BELT - Brazilian English Language Teaching Journal 7, no. 2 (2016): 146. http://dx.doi.org/10.15448/2178-3640.2016.2.26134.

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This paper aims at presenting a didactic sequence for Portuguese as an additional language Spanish students, at the beginner level. Since the two languages have many similarities, these students have specific characteristics and needs which must be taken into account when planning a lesson. Based on the theoretical perspective of Bakhtin’s discourse genres and considering the construct of proficiency in Celpe-Bras Exam, a sequence was designed to promote the practice of conversation skills. A detailed rationale and analysis of a sequence on the theme “Volunteer work” is presented. The study br
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Scarato, Luciane. "The portuguese language in Brazil: multiple peoples, multiple forms." Revista Diadorim 21, Esp (2019): 200–226. http://dx.doi.org/10.35520/diadorim.2019.v21nespa27338.

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This paper looks at the role of African, Amerindian, and Portuguese peoples in shaping and spreading the Portuguese language in Brazil from an interdisciplinary approach. Drawing from secondary and primary sources – such as Antônio da Costa Peixoto’s New Book of the Mina General Language (1741) and Friar Cannecattim’s Dictionary of the Bunda or Angolan Language (1804) – it explores the interplay between language, power, and identity to historicise the process by which Portuguese became the primary language in Brazil, despite its multilingual landscape. In doing so, it challenges the idea that
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Alves, Adriana Celia. "Brazilian songs in a French university: classroom practices from the perspective of literomusical literacy." BELT - Brazilian English Language Teaching Journal 10, no. 1 (2019): 33285. http://dx.doi.org/10.15448/2178-3640.2019.1.33285.

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This study aims to discuss the planning of Portuguese as an additional language course that uses the song as a guiding instrument for the classes. The research involved intermediate level students of a University Diploma of Brazilian Portuguese, a short course offered in the research institution in order to offer a deeper study of Brazilian language and culture for academic and professional purposes. Based on semistructured questionnaires, students’ profiles for learning the Portuguese language in the Brazilian variant, a profile was built to design the lessons. From the perspective of literom
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Mittelstadt, Daniela Doneda, Juliana Roquele Schoffen, and Margarete Schlatter. "Culture and Diversity in the Teaching of Portuguese as Additional Language." BELT - Brazilian English Language Teaching Journal 10, no. 1 (2019): 34390. http://dx.doi.org/10.15448/2178-3640.2019.1.34390.

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Andrighetti, Graziela, and Cristina Perna. "Teaching pronouns in classes of Portuguese as an additional language: further discussions." BELT - Brazilian English Language Teaching Journal 7, no. 2 (2016): 129. http://dx.doi.org/10.15448/2178-3640.2016.2.26507.

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This article aims to propose reflections on pedagogical practices for Portuguese as Additional Language (PAL) involving the teaching of pronouns. Assuming that learning a language is learning to use it to (inter) act with different purposes and interlocutors (Clark, 2000), and that language is identity, built on a daily basis in several oral and written practices (Marcuschi, 2008), we seek to observe how the teaching of pronouns is proposed in textbooks of PAL and how these activities promote reflections on gender pronouns and the relations that are established among these uses and identity pa
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Pereyron, Leticia, and Ubiratã Kickhöfel Alves. "Efeitos da instrução articulatória das vogais médias baixas do português (L3) no espanhol (L1) e no inglês (L2): um estudo de caso." BELT - Brazilian English Language Teaching Journal 9, no. 1 (2018): 167. http://dx.doi.org/10.15448/2178-3640.2018.1.31990.

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Following a Complex Dynamic System account (de Bot, 2017), this study addresses the assumption that changes in an additional language system may account for the co-occurrence of changes in the previously learned languages. Departing from this assumption, a longitudinal study was conducted with a learner (L1 Spanish) who had been residing in Brazil (L2: English; L3: Brazilian Portuguese) at the time of the study. The instruction took place throughout 4 months and had a communicative and articulatory approach on the Portuguese open vowels. The data collections consisted of recordings of the read
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Rosa, Rute Alves. "Modelo didático do gênero artigo científico: um contributo para o ensino do Português como Língua Adicional." BELT - Brazilian English Language Teaching Journal 10, no. 1 (2019): 33154. http://dx.doi.org/10.15448/2178-3640.2019.1.33154.

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In this paper, we present a didactic model of the genre ‘scientific article’, which intends to guide the work of teachers of Portuguese as an Additional Language in the Portuguese academic context. To this end, we perform a descriptive analysis of ten texts that fall into the genre in question, followed by the didactic model, in which we systematize the social, contextual and compositional characteristics of the scientific article. Our approach is based on the theoretical framework of Sociodiscursive Interactionism (Bronckart, [1997]1999) and on the principles of Didactics of Genres (Dolz &amp
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Osborne, Denise M., and Miquel Simonet. "Foreign-Language Phonetic Development Leads to First-Language Phonetic Drift: Plosive Consonants in Native Portuguese Speakers Learning English as a Foreign Language in Brazil." Languages 6, no. 3 (2021): 112. http://dx.doi.org/10.3390/languages6030112.

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Fifty-six Portuguese speakers born and raised in Brazil produced Portuguese words beginning in one of four plosives, /p b k ɡ/. Twenty-eight of them were monolinguals (controls), and the rest were learners of English as a foreign language (EFL). The learners were also asked to produce English words beginning with one of four plosives, /p b k ɡ/. We measured the plosives’ voice onset times (VOT) to address the following research questions: Do foreign-language learners, whose exposure to native English oral input is necessarily limited, form new sound categories specific to their additional lang
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Dissertations / Theses on the topic "Portuguese as an additional language"

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Barba, Renato Augusto Vortmann de. "Null object in portuguese as an additional language." Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2017. http://tede2.pucrs.br/tede2/handle/tede/7549.

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Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-06-30T18:45:11Z No. of bitstreams: 1 DIS_RENATO_AUGUSTO_VORTMANN_DE_BARBA_COMPLETO.pdf: 961856 bytes, checksum: 3bc19ee0642b80af8997a18416275a99 (MD5)<br>Made available in DSpace on 2017-06-30T18:45:11Z (GMT). No. of bitstreams: 1 DIS_RENATO_AUGUSTO_VORTMANN_DE_BARBA_COMPLETO.pdf: 961856 bytes, checksum: 3bc19ee0642b80af8997a18416275a99 (MD5) Previous issue date: 2017-01-19<br>Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES<br>Dentro da teoria gerativa dos princ?pios e par?metros (Chomsky, 1981), categorias v
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Pabst, Luiza Ujvari. "Lições de sintaxe do português brasileiro para estrangeiros." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/116483.

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Este trabalho se insere no âmbito da Teoria e Análise Linguística, bem como no do Ensino de Português como Língua Adicional, área que vem crescendo constantemente no Brasil, e que necessita, cada vez mais, de estudos destinados a contribuir para essa realidade. A partir da breve – mas significativa – experiência da autora nessa área de docência, foram reunidos sete tópicos gramaticais (a saber, a estrutura da frase, o uso do sistema verbal, as preposições, os artigos, a concordância nominal, uso e colocação dos pronomes oblíquos e o uso dos demonstrativos no português brasileiro), sobre os qua
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Evers, Aline. "Processamento de língua natural e níveis de proficiência do português : um estudo de produções textuais do exame Celpe-Bras." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/79447.

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Este trabalho trata dos temas da proficiência em português como língua adicional e da detecção de padrões lexicais e coesivos a partir de um enfoque computacional, situando o tema em meio à descrição de textos produzidos no contexto do exame de proficiência Celpe- Bras de 2006-1. Fazendo uso de pressupostos teórico-metodológicos da Linguística de Corpus, da Linguística Textual e do Processamento de Língua Natural, investigou-se a hipótese de que seria possível classificar, de modo automático, textos submetidos ao exame conforme níveis de proficiência pré-estabelecidos. Por meio do processament
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Leroy, Henrique Rodrigues. "Dos Sertões para as Fronteiras e das Fronteiras para os Sertões: as (in)visibilidades das identidades performativas nas práticas translíngues, transculturais e decoloniais no ensinoaprendizagem de Língua Portuguesa Adicional da UNILA." Universidade Estadual do Oeste do Paraná, 2018. http://tede.unioeste.br/handle/tede/3870.

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Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-08-16T13:11:47Z No. of bitstreams: 2 Henrique_Leroy2018.pdf: 2022621 bytes, checksum: 3ad8717b5b9e1edb2bb70b4bd51c698f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)<br>Made available in DSpace on 2018-08-16T13:11:47Z (GMT). No. of bitstreams: 2 Henrique_Leroy2018.pdf: 2022621 bytes, checksum: 3ad8717b5b9e1edb2bb70b4bd51c698f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-03-14<br>Hearing the voices of the South in order to socially include th
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Kraemer, Fernanda Farencena. "Português língua adicional : progressão curricular com base em gêneros do discurso." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/54078.

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Este trabalho visa a refletir sobre como se pode organizar uma progressão curricular para o ensino de português como língua adicional (PLA) com base na noção bakhtiniana de gêneros do discurso (BAKHTIN, 2003; BAKHTIN / VOLOCHÍNOV, 2006). Para tanto, apresento os conteúdos dos cursos de referência do Programa de Português para Estrangeiros da Universidade Federal do Rio Grande do Sul (UFRGS), contexto desta pesquisa; descrevo o perfil dos alunos e suas necessidades de uso da língua portuguesa e analiso documentos de referência para o ensino de línguas, a saber, o Quadro de Referência para o Ens
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Cardoso, LÃdia AmÃlia de Barros. "Diversidade lexical e nÃveis de proficiÃncia (B2 e C1) em portuguÃs como lÃngua adicional." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=18752.

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CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel Superior<br>Programa de Doutorado-sanduÃche no Exterior<br>O objeto de estudo do presente trabalho à o conhecimento lexical evidenciado em produÃÃes escritas de aprendizes de PortuguÃs como LÃngua Adicional (PLA). AtravÃs de um design exploratÃrio, a partir do corpus (Recolha de Corpora de PLA da Universidade de Coimbra), investigamos os estÃgios de desenvolvimento da interlÃngua (IL) na tentativa de comparar a diversidade lexical, examinando a variaÃÃo dos nÃveis de proficiÃncia estabelecidos de acordo com os Ãndices calculados pela ferramenta
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Costa, Éverton Vargas da. "Práticas de formação de professores de português língua adicional em um instituto cultural brasileiro no exterior." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/72754.

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Esta pesquisa tem por objetivo descrever como acontece a formação de professores de Português como Língua Adicional em um Instituto Cultural Brasileiro, situado na capital de um país sul-americano. Entende-se formação de professores como ações inerentes às práticas cotidianas nas quais os participantes se envolvem no espaço escolar. Desde a perspectiva da racionalidade prática, prioriza-se os conhecimentos produzidos na prática do professor, e não unicamente a ampliação de seus conhecimentos técnicos (Pérez Gómez, 1995). As noções de conhecimento-na-ação e de reflexão-na-ação, propostas por Sc
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Mittelstadt, Daniela Doneda. "Orientações curriculares e pedagógicas para o nível avançado de português como língua adicional." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/102208.

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Este trabalho tem por objetivo sistematizar orientações curriculares e pedagógicas para o nível avançado de português como língua adicional (PLA) embasadas na concepção de uso da linguagem como prática social (CLARK, 2000), na perspectiva bakhtiniana de gênero do discurso (BAKHTIN, 2010a) e na convicção de que o objetivo do ensino de línguas é contribuir para a participação mais confiante e autoral dos educandos em esferas de uso da linguagem em que já atuem e em outras nas quais desejem/necessitem atuar (SCHLATTER; GARCEZ, 2012). Parto do que está proposto como progressão curricular para os n
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Farias, Bruna Sommer. "Do testemunho de uma experiência na linguagem para uma reflexão enunciativa sobre o fazer linguístico implicado em aprender e ensinar português como língua adicional." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/102209.

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Esta dissertação tem como escopo de análise a enunciação que ocorre em sala de aula de português como língua adicional. A configuração do corpus se dá em forma de um testemunho dado pela pesquisadora, que se colocou como observadora em uma sala de aula da Universidade Federal do Rio Grande do Sul, onde alunos, falantes de espanhol, matriculados no curso Básico para Falantes de Espanhol do Programa de Português para Estrangeiros da universidade supracitada, tiveram aulas de português com uma professora brasileira. A noção de testemunho aqui apresentada inspira-se em Giorgio Agamben (2005; 2008)
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Conceição, Janaína Vianna da. "Gêneros orais nas aulas de PLA : princípios e práticas de ensino." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/157916.

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Esta dissertação tem como objetivo propor princípios para orientar o trabalho de seleção, adaptação, modificação e elaboração de materiais didáticos ele PLA que tenham como foco a oralidade e os gêneros orais públicos. Discuto possíveis maneiras de se explorar aspectos linguístico-discursivos e multimoclais em textos orais autênticos e em textos escritos que apresentam uma relação com a modalidade oral. Organizo e sistematizo um conjunto de aspectos considerados relevantes para o ensino ela oralidade, com base em análises ele livros didáticos voltados para o ensino ele gêneros orais, em parâme
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Books on the topic "Portuguese as an additional language"

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Neves, Ana C. Portuguese as an Additional Language. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-33316-4.

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Molsing, Karina Veronica, Cristina Becker Lopes Perna, and Ana Maria Tramunt Ibaños, eds. Linguistic Approaches to Portuguese as an Additional Language. John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/ihll.24.

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Allen, Maria Fernanda S. Portuguese dictionary: Portuguese-English, English-Portuguese. Hugo, 1994.

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Oscar, Fernández, and Weiman Ralph William, eds. Portuguese dictionary: Portuguese-English, English-Portuguese. Living Language, 1993.

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Whitlam, John. Oxford Portuguese minidictionary: Portuguese-English, English-Portuguese. 2nd ed. Oxford University Press, 2011.

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Vitoria, Davies, and Harland Mike 1949-, eds. Collins Portuguese dictionary: English-Portuguese, Portuguese-English. Harper Collins, 1991.

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Whitlam, John. Collins Portuguese dictionary: English-Portuguese, Portuguese-English. Harper Collins, 1995.

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Oliveira, Jura D. Living language Portuguese dictionary: Portuguese-English, English-Portuguese. Crown Publishers, 1993.

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Focus, Micro. Language reference: Additional topics. Micro Focus, 1993.

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Vitoria, Davies, Harland Mike, and Whitlam John, eds. English-Portuguese, Portuguese-English dictionary. HarperCollins, 1997.

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Book chapters on the topic "Portuguese as an additional language"

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Neves, Ana C. "Language Use." In Portuguese as an Additional Language. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33316-4_4.

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Neves, Ana C. "Language Attitudes." In Portuguese as an Additional Language. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33316-4_5.

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Neves, Ana C. "Portuguese as an Additional Language." In Portuguese as an Additional Language. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33316-4_1.

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Neves, Ana C. "Population Mobility and Language Spread." In Portuguese as an Additional Language. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33316-4_2.

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Neves, Ana C. "Language Management in the Education Sector." In Portuguese as an Additional Language. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33316-4_3.

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Castro, Tammer, Jason Rothman, and Marit Westergaard. "Syntactic contrasts in early and late Brazilian Portuguese-European Portuguese bidialectal bilinguals." In Linguistic Approaches to Portuguese as an Additional Language. John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/ihll.24.02cas.

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Ferraro, Rita. "Exploring second language acquisition." In Linguistic Approaches to Portuguese as an Additional Language. John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/ihll.24.10fer.

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Neves, Ana Cristina. "Portuguese as an Additional Language: Domains Use among Young Learners." In Language Policy. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75963-0_6.

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Pereyron, Leticia, and Ubiratã K. Alves. "Multi-directionality in language transfer." In Linguistic Approaches to Portuguese as an Additional Language. John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/ihll.24.04per.

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Linck, Jared A., Martyn Clark, Carrie L. Bonilla, et al. "Autonomous Portuguese L3 learning through an adaptive platform." In Linguistic Approaches to Portuguese as an Additional Language. John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/ihll.24.09lin.

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Conference papers on the topic "Portuguese as an additional language"

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Racilan, Marcos, Silvana Avelar, Raquel Bambirra, and Valeria Valente. "GAMIFICATION IN MOBILE APPLICATIONS TO LEARNING PORTUGUESE AS AN ADDITIONAL LANGUAGE." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0858.

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De Pelle, Rogers Prates, and Viviane P. Moreira. "Offensive Comments in the Brazilian Web: a dataset and baseline results." In VI Brazilian Workshop on Social Network Analysis and Mining. Sociedade Brasileira de Computação - SBC, 2017. http://dx.doi.org/10.5753/brasnam.2017.3260.

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Brazilian Web users are among the most active in social networks and very keen on interacting with others. Offensive comments, known as hate speech, have been plaguing online media and originating a number of lawsuits against companies which publish Web content. Given the massive number of user generated text published on a daily basis, manually filtering offensive comments becomes infeasible. The identification of offensive comments can be treated as a supervised classification task. In order to obtain a model to classify comments, an annotated dataset containing positive and negative example
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"Additional Reviewers." In 2005 portuguese conference on artificial intelligence. IEEE, 2005. http://dx.doi.org/10.1109/epia.2005.341250.

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Almeida, Inês, Luísa Coheur, and Sara Candeias. "From European Portuguese to Portuguese Sign Language." In Proceedings of SLPAT 2015: 6th Workshop on Speech and Language Processing for Assistive Technologies. Association for Computational Linguistics, 2015. http://dx.doi.org/10.18653/v1/w15-5124.

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Bento, Jose, Ana Paula Claudio, and Paulo Urbano. "Avatars on Portuguese sign language." In 2014 9th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2014. http://dx.doi.org/10.1109/cisti.2014.6876959.

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Río Gayo, Iria, Marcos Zampieri, and Shervin Malmasi. "A Portuguese Native Language Identification Dataset." In Proceedings of the Thirteenth Workshop on Innovative Use of NLP for Building Educational Applications. Association for Computational Linguistics, 2018. http://dx.doi.org/10.18653/v1/w18-0534.

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Langenge, A. E. "History of gerund in Portuguese language." In IX International symposium «Humanities and Social Sciences in Europe: Achievements and Perspectives». East West Association GmbH, 2016. http://dx.doi.org/10.20534/ix-symposium-9-215-219.

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Cruz, Marisa, Marc Swerts, and Sónia Frota. "Do visual cues to interrogativity vary between language modalities? Evidence from spoken Portuguese and Portuguese Sign Language." In The 15th International Conference on Auditory-Visual Speech Processing. ISCA, 2019. http://dx.doi.org/10.21437/avsp.2019-1.

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Ciampi, Melany M., Rosa Vasconcelos, Claudio da Rocha Brito, and Luis Amaral. "Engineering education in countries of portuguese language." In 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013. http://dx.doi.org/10.1109/fie.2013.6685046.

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Leite, Bernardo, Henrique Lopes Cardoso, Luis Paulo Reis, and Carlos Soares. "Factual Question Generation for the Portuguese Language." In 2020 International Conference on INnovations in Intelligent SysTems and Applications (INISTA). IEEE, 2020. http://dx.doi.org/10.1109/inista49547.2020.9194631.

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Reports on the topic "Portuguese as an additional language"

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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and ac
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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure D
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