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Journal articles on the topic 'Portuguese as an Additional Language (PLA)'

Author: Grafiati

Published: 10 September 2021

Last updated: 29 July 2025

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1

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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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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Mamiya Hernandez, Rachel. "The Best Digital Tools to Foster Engagement in the PLA Classroom." Fórum Linguístico 20, no. 2 (2023): 8853–61. http://dx.doi.org/10.5007/1984-8412.2023.e90560.

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This article provides an overview of popular digital tools and apps to foster engagement in the Portuguese as an Additional Language (PLA) classroom which was originally presented at the 1o Congresso Brasileiro de Jogos Pedagógicos (First Brazilian Conference on Pedagogical Games). From theoretical foundations in multimedia learning, flow theory, and second language acquisition, this article provides comparisons and considerations for integrating technology. Furthermore, this article also provides a number of practical tips and strategies for integrating digital tools and apps effectively into

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Ferreira, Rafael Padilha, and Aline Jéssica Antunes. "Refletindo sobre as contribuições da Sociolinguística para o ensino de Português como Língua Adicional (PLA)." BELT - Brazilian English Language Teaching Journal 9, no. 2 (2019): 308. http://dx.doi.org/10.15448/2178-3640.2018.2.31561.

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This paper aims at listing assumptions of Variationist Sociolinguistics (VS) that are seen as potential contributions to the teaching and learning process of Brazilian Portuguese. Its objective is to find an interface between VS and the Portuguese as Additional Language (PAL) teaching methodology, in order to find elements that contribute to teacher education and to the elaboration of didactic materials. Through a bibliographical review, it was possible to identify that there is a vast production of teacher education and teaching materials in the areas of Sociolinguistics and teaching of Portu

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Frazatto, Bruna Elisa, and Tatiana Martins Gabas. "Repensando necessidades e especificidades no ensino de português como língua adicional para grupos asiáticos." Revista Brasileira de Linguística Aplicada 22, no. 2 (2022): 423–55. http://dx.doi.org/10.1590/1984-6398202217353.

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RESUMO A migração recente de chineses, sul-coreanos e japoneses para o Brasil provocou o aumento da demanda de ensino de português nos últimos anos. Cientes da escassez de materiais didáticos de português para asiáticos e da não consolidação de um campo de pesquisa, buscamos levantar subsídios para a formação de professores de português como língua adicional (PLA) que atuam nesse contexto. Neste artigo, ampliamos a noção de distância linguística e discutimos os estereótipos associados a estudantes asiáticos (KUMARAVADIVELU, 2003). Propomos, como contribuições teórico-metodológicas para o ensin

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Da Silva, Meire Celedônio. "Gramática e letramento no ensino e na aprendizagem de português como língua adicional." BELT - Brazilian English Language Teaching Journal 10, no. 1 (2019): 33176. http://dx.doi.org/10.15448/2178-3640.2019.1.33176.

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The teaching of Portuguese as an Additional Language (PLA) has gained prominence in the internationalization activities of Brazilian universities, especially public ones. This study specifically addresses the context of the Federal University of Ceará (UFC). In the course offered by the Vernacular Letters Department, the students read and produce texts which are primarily academic textual genres. Thus, the goal of this study is to consider the role of teaching and learning grammar in the expansion of the literacy of PLA students. The theoretical approach used here is the Socio-discursive Inter

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Velho, Francianne Dos Santos, and Valéria Schorghofer-Queiroz. "O ensino de oralidade a alunos intermediários de Português como Língua Adicional: uma proposta de sequência didática." BELT - Brazilian English Language Teaching Journal 10, no. 1 (2019): 33108. http://dx.doi.org/10.15448/2178-3640.2019.1.33108.

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Although oral skills are prominent in the teaching materials of Portuguese as an Additional Language (PAL), they are commonly seen only as a colloquial language, proper of conversations and familiar and informal situations. There is still a lack of Brazilian publications on didactic materials in PAL that focus on oral language from the perspective of discourse genres and that seek to enable students to understand and perform authentic oral texts in different contexts of language use. Thus, we developed a didactic unit on the genre of instruction aiming to propose a material for teaching oralit

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Heitor Sampaio, Glauber Heitor, and Luana Rodrigues. "PLA, ensino e cultura: reflexões sobre a formação de professores para a mediação e sensibilidade cultural." BELT - Brazilian English Language Teaching Journal 10, no. 1 (2019): 32647. http://dx.doi.org/10.15448/2178-3640.2019.1.32647.

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This article presents the results of a research that sought to investigate and discuss the experience of a group of PLA (Portuguese as an Additional Language) student-teachers while working at an extension course and their training to approach cultural themes within a conception of cultural mediation (Manaa, 2009). This research was based on a qualitative and interpretative approach whose focus was on recognizing, analyzing and understanding the way cultural knowledge is developed taking into account the teaching of foreign language, cultural diversity, and cultural intermediation. Data was ge

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Bambozzi Bottura, Elenora, Marcia Fanti Negri, and Sandra Regina Buttros Gattolin. "Using Brazilian youtubers videos as instructional resources in Portuguese as an Additional Language: problematization and projection for didactic material production." BELT - Brazilian English Language Teaching Journal 10, no. 1 (2019): 33208. http://dx.doi.org/10.15448/2178-3640.2019.1.33208.

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This paper aims at presenting and discussing some potentialities and projections of the use of instructional resources for teaching Portuguese as an Additional Language (PAL) with videos of Brazilian youtubers. These kind of videos are considered as authentic materials, which bring out, through samples of real-life language in use, opportunities to develop the linguistic-communicative competence in the teaching context of PAL. Besides, they facilitate the work with different dimensions of the Portuguese language and Brazilian culture. Based on the theories of critical literacy in language teac

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Oliveira, Desirée de Almeida, and Patrícia H. Baialuna de Andrade. "LANGUAGE AND LITERATURE DIVIDE: AN ANALYSIS OF TEXTBOOKS FOR TEACHING PORTUGUESE AS AN ADDITIONAL LANGUAGE." Trabalhos em Linguística Aplicada 63, no. 1 (2024): 77–91. http://dx.doi.org/10.1590/01031813v63120248674047.

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ABSTRACT This study analyzes the use of literary texts in three textbooks of Portuguese as an additional language (PAL) adopted by universities in the United States. Specifically, it aims to answer the following research questions: 1) How do the activities based on literary texts promote communication in the target language? 2) What opportunities do the activities offer for the development of literary literacy? 3) How is culture approached in the activities? To address these questions, we consider the following criteria of qualitative analysis: first, modes of communication (interpersonal, int

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Andrighetti, Graziela Hoerbe, Cristina Becker Lopes Perna, and Martha Machado Porto. "Português como língua de acolhimento na Lomba do Pinheiro: relatos de práticas pedagógicas." BELT - Brazilian English Language Teaching Journal 8, no. 2 (2017): 191. http://dx.doi.org/10.15448/2178-3640.2017.2.29876.

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The current international migratory flows bring a new reality to many Brazilian cities and point to the need for actions that allow the integration of the migratory population in our society. Understanding the offer of courses aimed at teaching the Portuguese language as an instrument of reception policy for immigrants and refugees, and aware of the demands for specific didactic materials aimed at teaching Portuguese as an Additional Language (hereinafter PAL) that meet this new reality in Brazil, we share in this article our classroom experiences with the teaching of Portuguese to a group of

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Martins, Alexandre Ferreira. "Rastros de mudanças epistemológicas na área de português como língua adicional: o exame Celpe-Bras como um mecanismo de políticas linguísticas." BELT - Brazilian English Language Teaching Journal 9, no. 1 (2018): 223. http://dx.doi.org/10.15448/2178-3640.2018.1.31154.

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The following text discusses the epistemological changes in the field of Portuguese as an Additional Language (PAL), in Brazil, in the years that preceded the establishment of the Certificate of Proficiency in Portuguese for Foreigners (Celpe-Bras). Therefore, this exam is understood as a mechanism of de facto linguistic policies, related to the ideological model of linguistic policies by Shohamy (2006), considering an approach for its importance in the development of the field of PAL in Brazil. The debate pertaining to the epistemological changes, which are noticeable in academic publications

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Machry da Silva, Susiele. "Aprendizagem do português por imigrantes haitianos: percepção das consoantes liquidas /l/ e /ɾ/". Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 70, № 3 (2017): 47–62. http://dx.doi.org/10.5007/2175-8026.2017v70n3p47.

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This article deals with the acquisition of Brazilian Portuguese as an additional language by Haitian immigrants, more specifically with regard to the perception of liquid consonants / l / and / r / in the intervocalic position, in forms such as pala, mala, Sara. A total of 14 resident Haitian immigrants, at the time of the survey, in the city of Pato Branco-PR, with a mean age of 30.07 (SD = 4.98), were all male. The discussion of the data is based on the theoretical assumptions of the Phonological Acquisition of L2 (FLEGE, 1995; BEST, TYLER, 2007) and the results show a tendency towards the a

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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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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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MIYAKI, Cristina Yukie. "CURRICULUM AND INTERCULTURALISM IN PORTUGUESE LANGUAGE TEACHING AS A FOREIGN/ ADDITIONAL LANGUAGE." International Journal of Human Sciences Research 1, no. 1 (2022): 2–8. http://dx.doi.org/10.22533/at.ed.5582121101.

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Oliveira, Diego Fernando. "Explorando pertencimento, investimento e território: uma análise qualitativa de materiais didáticos para o ensino de português língua adicional no Brasil." Revista Horizontes de Linguistica Aplicada 22, no. 2 (2023): AG1. http://dx.doi.org/10.26512/rhla.v22i2.47907.

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Teaching and learning Portuguese as an additional language has received progressive attention from researchers in the last two decades in the literature of Applied Linguistics in Brazil. Despite this fact, there are still gaps in language education studies that are concerned with bringing to light debates about belonging, investment and territory in language education contexts. In view of this demand, this work aims to discuss excerpts obtained from didactic materials for teaching Portuguese as an additional language, published in recent decades in Brazil, based on an integrative model that co

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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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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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Jardim da Silva, Stefany, Ana Cristina Borba da Cunha, Ana Rachel Salgado, Gisele Orlandi Introíni, and Simone Schneider Amaral. "Jogos pedagógicos produzidos digitalmente para aprimorar a comunicação e a integração de crianças vulneráveis." Revista Brasileira de Extensão Universitária 13, no. 1 (2022): 27–39. http://dx.doi.org/10.36661/2358-0399.2022v13n1.12476.

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A aquisição da língua materna e de línguas adicionais é extremamente relevante na formação geral do indivíduo, devido à indissociabilidade entre língua, cultura e sociedade. A inclusão de atividades lúdicas e jogos durante esse processo, facilita a aprendizagem, pois permite a correlação entre o abstrato e o concreto. Assim, jogos pedagógicos português-espanhol, fabricados digitalmente, foram produzidos e utilizados para auxiliar no processo de socialização e comunicação entre crianças venezuelanas e brasileiras acolhidas pela Aldeia Infantil SOS de Porto Alegre. Os jogos foram produzidos por

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Fernandes, Anabela. "Repertoires plurilingues e a enunciação de pontos de vista e de emoções em Português um projeto exploratório em Macau." Orientes do Português, no. 4 (2022): 5–34. http://dx.doi.org/10.21747/27073130/ori4a1.

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is article presents initial reflections on an exploratory project within the discursive practices of Portuguese as an additional language learners in Macao, when expressing subjectivity and emotions of nostalgia, alegria and espanto expression. Given the linguistic and cultural diversity in Macao, a model for analyzing the social organization of difference in multilingual communities is considered, as well as the key concept of plurilingual repertoires. After reviewing the research on the expression of emotions in additional languages, we proceed to explain the methodology of the exploratory p

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Bezerra, Gitanna, Roberta Pires de Oliveira, Dionatan Bastos Cardozo, and Diego Rodrigues Lopes. "Coerção e subespecificação: nomes nus no inglês e no português brasileiro." Revista Linguíʃtica 20, no. 3 (2024): 182–205. https://doi.org/10.31513/linguistica.2024.v20n3a65504.

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This paper investigates the semantics of bare nouns in English and Brazilian Portuguese, analyzing the results of experiments in the count-mass domain in both languages. Specifically, it examines the results for English (Frisson; Frazier, 2005) and for Brazilian Portuguese (Lima, 2019; Lopes, 2024; Cardozo, 2024). In English, bare singulars are coerced into mass in mass contexts, and mass nouns are packed into units in count contexts (Frisson; Frazier, 2005). Thus, in English, nouns enter into the semantic derivation with the information that it is either mass or count. The experiments in Braz

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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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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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Almeida Guimarães, Miley Antonia. "O termo “língua-padrão” no QECR e o panorama normativo brasileiro." Domínios de Lingu@gem 19 (May 27, 2025): e019020. https://doi.org/10.14393/dlv19a2025-20.

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This paper provides an analysis of the term “standard language” (língua-padrão) in the Portuguese version of the Common European Framework of Reference for Languages: Learning, teaching, assessment - CEFR (Conselho da Europa, 2001), with the aim of verifying whether the use of the term is in line with the Brazilian sociolinguistic panorama, more specifically with one of the components of what seems to have become conventionally known as its normative triad, consisting of the standard norm (norma-padrão), cultivated/prestigious (urban) varieties (norma culta) and popular varieties/norms (normas

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Pavan, Karina, Bruna E. M. Marangoni, Marcela O. Zinezzi, et al. "Validation of the Amyotrophic Lateral Sclerosis Assessment Questionnaire (ALSAQ-40) scale in the portuguese language." Arquivos de Neuro-Psiquiatria 68, no. 1 (2010): 48–51. http://dx.doi.org/10.1590/s0004-282x2010000100011.

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The amyotrophic lateral sclerosis (ALS) is a degenerative neurological disorder that has a great impact in the quality of life of the patients. This study had the objective of validating the ALS Assessment Questionnaire in the Portuguese Language (ALSAQ-40/BR). The version of ALSAQ-40/BR, was adapted into the Portuguese language after the evaluation and re-evaluation of 20 patients with a defined ALS diagnosis. The demonstration of its reproducibility and reliability makes this instrument an additional and useful parameter which can be used in the evaluation of ALS for research or assistance.

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Figueira-Cardoso, Samuel. "Language rights, indigenous cultures and intercultural education in the Brazilian and Polish contexts: approaches to additional language teaching." Revista Educação e Políticas em Debate 14, no. 1 (2024): 1–20. https://doi.org/10.14393/repod-v14n1a2025-76519.

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This paper examines linguistic diversity in Brazil and Poland, focusing on the status of indigenous languages and the teaching of additional languages, such as Portuguese, under an intercultural approach (Baniwa, 2013; Kayapó, 2019). The research starts from the conception of language as a historical and social phenomenon (Marcuschi, 2008), analyzing language rights in both countries (Pisarek, 2011; Rodrigues, 2015; Maher, 2016; Szwajczuk, 2013; Przybyła-Wilkin, 2021) and reflecting on the incorporation of these languages into the educational context, with special attention to the training of

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Behle, Nanashara Fagundes, and Ana Maria T. Ibaños. "Expressões do português brasileiro com o verbo cair: uma abordagem semântico-pragmática para o ensino de língua adicional." BELT - Brazilian English Language Teaching Journal 7, no. 2 (2016): 163. http://dx.doi.org/10.15448/2178-3640.2016.2.25003.

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This study aims to present a way to help learners of Portuguese as an additional language to understand the meaning of expressions of Brazilian Portuguese, which need the context of the communicative process to have their meaning inferred. For this we adopted a semantic-pragmatic approach, with inferential bias proposed by the philosopher Paul Grice (1957, 1975) in his theories of conversation and of meaning. In this paper, we assume expressions of the verb cair because it is a frequent verb in Brazilian Portuguese everyday language, in expressions with a literal meaning and in idioms, assumed

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Mazza Zago, Ricardo, and Luciane Agnoletti dos Santos Pedotti. "BERTugues: A Novel BERT Transformer Model Pre-trained for Brazilian Portuguese." Semina: Ciências Exatas e Tecnológicas 45 (December 20, 2024): e50630. https://doi.org/10.5433/1679-0375.2024.v45.50630.

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Large Language Models (LLMs) are trained for English or multilingual versions, with superior performance in English. This disparity occurs because, in the training of multilingual models, only a relatively small amount of data is added for each additional language. Consequently, while these models can function in Portuguese, their performance is suboptimal. The first BERT model (Bidirectional Encoder Representations from Transformers) specifically trained for Brazilian Portuguese was BERTimbau in 2020, which enhanced performance across various text-related tasks. We followed the training appro

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Tarrés, Mònica, and Aurora Bel. "L'adquisició del català en infants portuguesos: un estudi sobre l'ús i el coneixement dels pronoms clítics." Zeitschrift für Katalanistik 28 (July 1, 2015): 261–81. http://dx.doi.org/10.46586/zfk.2015.261-281.

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Summary: Clitic pronouns represent one of the most idiosyncratic properties of Catalan due to their polymorphism as well as to their syntactic and discursive functions. The participants in this study are 4 L1 Portuguese children learning Catalan and a control group of 6 L1 Catalan children. Both groups are aged between 11 and 12 years and are attending a Primary School in a Catalan immersion context in Andorra. The main objectives are to observe and to analyze the usage and knowledge of the accusative and dative clitic pronouns and those of the adverbial pronouns en and hi, the latter two in t

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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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Mas i Miralles, Antoni. "Al voltant del mot <i>explanar</i>, 'passar d’una llengua a una altra'." Zeitschrift für Katalanistik 32 (July 1, 2019): 169–97. http://dx.doi.org/10.46586/zfk.2019.169-197.

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Summary: In the Middle Ages, the different Romance languages had a large vocabulary to express the idea of ‘transferring from one language into another’, before the verb ‘to translate’ appeared at the end of the 15th century and overshadowed all the other lexical choices. Apart from this terminology, Catalan also had the verb explanar. In this article, firstly, we analyse the meaning of this term in Latin and in most languages close to Catalan (Castilian, French, Provenzal, Galician-Portuguese and Italian) to obtain an indepth understanding of this term and its meaning. Secondly, we offer a li

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Figueiredo, Sandra. "Second Language Testing: A Psycholinguistic Approach." International Journal of Childhood Education 2, no. 2 (2021): 26–31. http://dx.doi.org/10.33422/ijce.v2i2.15.

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Cut-off analysis is very important in the Second Language testing domain considering the type of tools administered at schools and beyond. Verbal reasoning and lexical decision are crucial to be examined along with additional linguistic tasks in immigrant school population. 108 Portuguese immigrants, with ages between 7-17, from 20 countries and speakers of 21 mother tongues completed a laterality task (dichotic listening test) in order to understand if this type of task should integrate a full diagnostic test for non-native students. Participants answered the test in a single session lasting

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Martins, Alexandre Ferreira, and Alessandra Bourlé. "A political-linguistic history of task in the Portuguese as an Additional Language teaching?" Culture and the World Review 3, no. 1 (2022): 3–36. http://dx.doi.org/10.18327/cwr.2022.5.3.1.3.

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Cyrino, Sonia Maria Lazzarini. "On romance syntactic complex predicates: why Brazilian Portuguese is different." Estudos da Língua(gem) 8, no. 1 (2010): 182. http://dx.doi.org/10.22481/el.v8i1.1120.

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I analyze clitic climbing as the effect of Romance syntactic complex predicate formation: the non-finite verb phrase moves to the specifier of the upper V. This movement forms a complex predicate so as to allow for a configuration where clitics can climb. Crucial for this movement is the presence of a defective C-T. The lack of clitic climbing in Brazilian Portuguese is but one consequence of a non-defective C-T system in these structures. As a consequence, we have the possibility for certain constructions to occur in the language; in fact, they are presented as additional evidence for the pro

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GUZZO, NATÁLIA BRAMBATTI. "The prosodic representation of composite structures in Brazilian Portuguese." Journal of Linguistics 54, no. 4 (2018): 683–720. http://dx.doi.org/10.1017/s0022226718000099.

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In previous research, word–word compounds and stressed affix + word structures have been assigned to the same prosodic domain in Brazilian Portuguese (BP), on account of certain similarities in phonological behaviour (Silva 2010, Toneli 2014): both types of composite structures undergo vowel raising at the right edge of each element in the construction, and vowel sandhi processes between their elements. In this paper, I show that word–word compounds and stressed affix + word structures exhibit significant differences in stress patterns in BP, which supports their prosodization in two separate

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Bernhardt, Barbara May, Joseph Paul Stemberger, and Daniel Bérubé. "Crosslinguistic Phonological Development: An International Collaboration." Perspectives of the ASHA Special Interest Groups 2, no. 17 (2017): 21–29. http://dx.doi.org/10.1044/persp2.sig17.21.

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An international study is investigating phonological development in 12 languages: Romance (Canadian French, Granada, Mexican and Chilean Spanish, and European Portuguese); Germanic (German, English, Swedish, and Icelandic); Semitic (Kuwaiti Arabic); Asian (Japanese, Mandarin); South Slavic (Bulgarian, Slovene). Additional phonological assessment materials have been created for Anishinaabemowin (Algonquian, Canada), Brazilian Portuguese, European French, Punjabi, Tagalog, and Greek. The study has two purposes: (a) to investigate crosslinguistic patterns in phonological development; and (b) to d

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Vargas da Costa, Everton. "Efeitos retroativos do exame Celpe-Bras nas práticas de formação dos professores de um instituto brasileiro no exterior." BELT - Brazilian English Language Teaching Journal 9, no. 1 (2018): 190. http://dx.doi.org/10.15448/2178-3640.2018.1.31107.

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This paper aims to describe and analyze the washback effect of Celpe-Bras exam in the Portuguese as additional language teachers’ education practices in a Brazilian institute abroad. Part of the framework adopted understands that the pedagogical work of teachers is organized around dialogue and collaboration through which participants learn how to teach while interacting with their peers (Pérez Gómez, 1995; Nóvoa, 1995; FCC, 2011). At the institute, the washback effect of the Celpe-Bras exam contributes to those interactions by resizing the Portuguese language teaching and learning practices.

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Cavaco, Sofia, Isabel Guimarães, Mariana Ascensão, et al. "The BioVisualSpeech Corpus of Words with Sibilants for Speech Therapy Games Development." Information 11, no. 10 (2020): 470. http://dx.doi.org/10.3390/info11100470.

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In order to develop computer tools for speech therapy that reliably classify speech productions, there is a need for speech production corpora that characterize the target population in terms of age, gender, and native language. Apart from including correct speech productions, in order to characterize the target population, the corpora should also include samples from people with speech sound disorders. In addition, the annotation of the data should include information on the correctness of the speech productions. Following these criteria, we collected a corpus that can be used to develop comp

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Costa, Letícia Miranda Resende da, Daiane Lazzeri de Medeiros, Lilian Gerdi Kittel Ries, Audria Beretta, and Marcos Amaral de Noronha. "Assessment of cross-cultural adaptations and measurement properties of self-report outcome measures in Portuguese relevant to temporomandibular disorders: a systematic review." Fisioterapia e Pesquisa 21, no. 2 (2014): 107–12. http://dx.doi.org/10.1590/1809-2950/35421022014.

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The aim of this study was to identify, through a systematic review, which questionnaires used to assess temporomandibular (TMD) disorders are available in the Portuguese language, describing and analyzing the procedures used to translate and adapt the questionnaire into Portuguese, as well their measurement properties. Systematic searches were performed in five electronic databases (MEDLINE by PubMed, Embase, CINAHL by EBSCO, SciELO and LILACS). All studies were analyzed according to the criteria of quality guidelines for the procedures for cross-cultural adaptation and measurement properties.

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Santos, Melissa Rubio dos. "Teaching Brazilian Literarure: A study of Clarice Lispector in Brazilian Portuguese as an additional language class." Latin American and Caribbean Studies 39, no. 3 (2020): 205–33. http://dx.doi.org/10.17855/jlas.2020.8.39.3.205.

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Nunes Correia, Nuna, Cellina Rodrigues Muniz, and Sulemi Fabiano Campos. "portuguese teaching as an additional language in Guinea-Bissau: a view from reading and writing activities." Revista Leitura, no. 80 (April 20, 2024): 45–58. http://dx.doi.org/10.28998/2317-9945.202480.45-58.

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A escolha do português como a língua oficial e, consequentemente, a língua do trabalho e da escolarização se tornou um dos assuntos mais debatido no contexto guineense, porque não é a língua diária e, muito menos, a língua materna da maioria dos alunos que chegam à escola, o que significa que é apenas uma língua que os alunos aprendem por adição, ou seja, uma língua adicional para muitos dos alunos guineenses. É, neste sentido, que, nesta discussão, buscamos analisar o ensino de português como língua adicional a partir das atividades de leitura e escrita dos materiais didáticos Histórias dos a

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de Boer, Gillian, Viviane Marino, Larissa Berti, Eliana Fabron, Evelyn Alves Spazzapan, and Tim Bressmann. "Influence of Altered Auditory Feedback on Oral–Nasal Balance in Speakers of Brazilian Portuguese." Journal of Speech, Language, and Hearing Research 62, no. 10 (2019): 3752–62. http://dx.doi.org/10.1044/2019_jslhr-s-18-0051.

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Purpose This study explored the role of auditory feedback in the regulation of oral–nasal balance in speakers of Brazilian Portuguese. Method Twenty typical speakers of Brazilian Portuguese (10 male, 10 female) wore a Nasometer headset and headphones while continuously repeating stimuli with oral and nasal sounds. Oral–nasal balance was quantified with nasalance scores. The signals from 2 additional oral and nasal microphones were played back to the participants through the headphones. The relative loudness of the nasal channel in the mix was gradually changed, so that the speakers heard thems

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Marchioro Stumpf, Elisa. "Portuguese as an additional language for academic purposes: contributions from the academic literacies model to course design." Revista Linguagem & Ensino 24, no. 2 (2021): 317–31. http://dx.doi.org/10.15210/rle.v24i2.19537.

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Henson, Brea. "Using Curriculum Mapping to Understand Information Literacy in Political Science Curricula." portal: Libraries and the Academy 23, no. 4 (2023): 717–44. http://dx.doi.org/10.1353/pla.2023.a908699.

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abstract: This study presents curriculum mapping of noncore course offerings in political science curricula by an early-career librarian. It combines syllabi study and curriculum mapping methods to analyze the language of student learning objectives (SLOs) from course syllabi and to integrate SLOs with threshold concepts from the ACRL Framework for Information Literacy for Higher Education and the AAC&U Information Literacy VALUE Rubric. The methods produce two sample sets: one of core concept representation and the other of additional observances for syllabi improvements. Results analyze

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Marely, Alécio Vaneli Gaigher, and Romário Neves Coelho. "STUDENTS' PERSPECTIVES ON THE LEARNING PROCESS OF ADDITIONAL LANGUAGES (ENGLISH AND JAPANESE) IN A BILINGUAL PUBLIC SCHOOL IN MANAUS." Revista Contemporânea 3, no. 9 (2023): 13931–51. http://dx.doi.org/10.56083/rcv3n9-026.

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This study aimed to explore elementary school students' perspectives regarding their bilingual learning experiences in a public state school in Manaus, Brazil offering instruction in Portuguese and Japanese. An online questionnaire assessing perceptions of language learning was administered to 165 students in grades 8 and 9, ranging in age from 12 to 14 years old, without distinguishing gender. Data collected from the questionnaire were analyzed through the theoretical lens of several prominent frameworks in the field, including those proposed by Ferreira and Araújo (2021), Cook (2011), Dornye

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Pinheiro, Larisse Lázaro Santos, Sara Domingos De Sousa Araujo, and Eugênia Magnólia Da Silva Fernandes. "MULTIMODALITY IN CELPE-BRAS." Diacrítica 32, no. 2 (2019): 21. http://dx.doi.org/10.21814/diacritica.443.

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This is an initial study of a research presented at the II Symposium on Teaching Portuguese as an Additional Language. This research aims to analyze the multimodal prompts used in the interactions of the tasks in the Certificate of Proficiency in Portuguese for Foreigners (Celpe-Bras) (2014 and 2017 editions) and how they are related to the communicative construct of the Exam. Authors such as Brown (2007), Weir (2005), Scaramucci (2000; 2001; 2003), Ebel e Frisbie (1991), Kress e van Leeuwen (2006), Bakhtin (1997), Fairclough (1992; 2001; 2003; 2006) and Thompson (1995) constitute the theoreti

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Nakov, P., and H. T. Ng. "Improving Statistical Machine Translation for a Resource-Poor Language Using Related Resource-Rich Languages." Journal of Artificial Intelligence Research 44 (May 30, 2012): 179–222. http://dx.doi.org/10.1613/jair.3540.

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We propose a novel language-independent approach for improving machine translation for resource-poor languages by exploiting their similarity to resource-rich ones. More precisely, we improve the translation from a resource-poor source language X_1 into a resource-rich language Y given a bi-text containing a limited number of parallel sentences for X_1-Y and a larger bi-text for X_2-Y for some resource-rich language X_2 that is closely related to X_1. This is achieved by taking advantage of the opportunities that vocabulary overlap and similarities between the languages X_1 and X_2 in spelling

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Vega Vilanova, Jorge. "On Psych Verbs and Optional Clitic Doubling in Catalan and Other Ibero-Romance Languages." Catalan Journal of Linguistics 21 (December 19, 2022): 27–46. http://dx.doi.org/10.5565/rev/catjl.388.

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Although undesired under a theoretical viewpoint, natural languages often show cases of “true” optionality. According to a reformulation of the Interface Hypothesis (Sorace 2006), highly complex constructions are more susceptible to optionality and change. Psych verbs that select a subject dative experiencer fall under this definition. Ibero-Romance languages use different strategies to reduce this morphosyntactic inconsistency. Whereas Catalan and Spanish reinforce the deviant construction through additional morphological markers (dative clitic doubling and subsequent grammaticalization of th

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Dolgikh, Zoya B. "On some lexical particularities of the Portuguese oenological discourse." Verhnevolzhski Philological Bulletin 1, no. 28 (2022): 162–68. http://dx.doi.org/10.20323/2499-9679-2022-1-28-162-168.

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The interest in wine as a cultural and value-semantic phenomenon led to the emergence and formation of a specialized language, the so-called oenological discourse, affecting both the description of the processes of beverage production and the evaluation of its color, aromatic, taste and other characteristics. Due to the complex nature of the oenological discourse, which involves almost all spheres of human perception (except hearing), as well as the well-known complexity of verbalization and transmission of human sensations from one language to another, wine terminology could not remain out of

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