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

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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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4

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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Editorial Team, BELT+. "The teaching of English and Portuguese as additional languages." BELT - Brazilian English Language Teaching Journal 8, no. 2 (2017): 128. http://dx.doi.org/10.15448/2178-3640.2017.2.29893.

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Perna, Cristina Becker Lopes, and Aline Jéssica Antunes. "The teaching of English and Portuguese as additional languages." BELT - Brazilian English Language Teaching Journal 9, no. 1 (2018): 1. http://dx.doi.org/10.15448/2178-3640.2018.1.29893.

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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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Secanene, Bernardo Sipiali. "ANALYSIS OF THE ANGOLANISMS IN THE CONTEMPORARY DICTIONARY OF PORTUGUESE LANGUAGE." Diacrítica 32, no. 2 (2019): 19. http://dx.doi.org/10.21814/diacritica.451.

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In this paper, we present an analysis of the Angolanisms in the Contemporary Dictionary of Portuguese Language. The term ‘Angolanism’ is used to refer to all the lexical units used in the Portuguese Language, and belonging to the Bantu languages. We have applied a reverse search technique in order to collect the Angolanisms with the following tags: to extract the Umbundo units; for the units of the Quicongo language and for the Quimbundo units. The tag was used to identify the lexical units which do not belong to the chosen languages, despite their occurrence in the lexicon of the Portuguese s

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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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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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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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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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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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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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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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22

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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Lucchesi, Dante. "The Article Systems of Cape Verde and São Tomé Creole Portuguese." Journal of Pidgin and Creole Languages 8, no. 1 (1993): 81–108. http://dx.doi.org/10.1075/jpcl.8.1.04luc.

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In the study of article systems in creole languages, two opposing models of analysis stand out. On the one hand, Bickerton, in line with his bio-program hypothesis, proposes an article system in which there is a clearly marked distinction between the notions of specific and nonspecific reference. On the other hand, Janson explains the creole article system in terms of its transmission from the lexifier language, and its further development under the influence of the lexifier language. The capacity of these models to account for the article systems of Cape Verde and São Tomé Creole Portuguese i

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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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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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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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Fialho, Pedro, Luísa Coheur, and Paulo Quaresma. "Benchmarking Natural Language Inference and Semantic Textual Similarity for Portuguese." Information 11, no. 10 (2020): 484. http://dx.doi.org/10.3390/info11100484.

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Two sentences can be related in many different ways. Distinct tasks in natural language processing aim to identify different semantic relations between sentences. We developed several models for natural language inference and semantic textual similarity for the Portuguese language. We took advantage of pre-trained models (BERT); additionally, we studied the roles of lexical features. We tested our models in several datasets—ASSIN, SICK-BR and ASSIN2—and the best results were usually achieved with ptBERT-Large, trained in a Brazilian corpus and tuned in the latter datasets. Besides obtaining st

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Kocher, Anna. "Epistemic and evidential modification in Spanish and Portuguese." Languages in Contrast 18, no. 1 (2018): 99–121. http://dx.doi.org/10.1075/lic.00005.koc.

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Abstract This article focuses on three constructions in Spanish and Portuguese that contain epistemic and evidential modifiers. It proposes that these constructions can be analyzed as cases of near-synonymy. Two of them are attested cross-linguistically: in the first, the modifiers function as predicative adjectives in impersonal copula clauses, while in the second, they are sentential adverbs. In the third type of construction, typical of the languages under investigation, the modifiers are followed by the complementizer que and introduce root clauses. The first part of the article describes

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Baumvol, Laura, and Simone Sarmento. "Can the Use of English as a Medium of Instruction Promote a More Inclusive and Equitable Higher Education in Brazil?" SFU Educational Review 12, no. 2 (2019): 87–105. http://dx.doi.org/10.21810/sfuer.v12i2.941.

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In this paper, we present the status quo and challenges regarding the use of additional languages as a medium of instruction in Brazilian higher education. We begin by contextualizing the importance of the process of internationalization at home (IaH) and additional languages in higher education. Next, the teaching of additional languages in Brazil, which has been until very recently relegated to the private sector and accessible only to an elite, is introduced. We then provide an overview of the present state of affairs of English as a Medium of Instruction (EMI) in the country, which is stil

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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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Zavyalova, Olga. "Language Diversity of China and National Security." Problemy dalnego vostoka, no. 4 (2021): 168. http://dx.doi.org/10.31857/s013128120016163-0.

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China with its dozens of languages of national minorities and numerous Chinese dialects is still a linguistically very diverse country, and this diversity regularly finds its reflection during the events in various regions. In 2020, medical teams sent to Wuhan during the coronavirus outbreak faced difficulties with understanding the patients speaking local Mandarin dialects. Later on, language problems in Wuhan were urgently solved by the local administration. Starting from 2019, language confrontation became more visible during the protests in Hong Kong. Already in 2021, a volume devoted to t

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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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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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Zhou, Chao, Marisa Cruz, and Sónia Frota. "O ritmo da interlíngua na produção do Português Europeu por falantes chineses." Revista da Associação Portuguesa de Linguística, no. 3 (September 29, 2017): 423–35. http://dx.doi.org/10.26334/2183-9077/rapln3ano2017a22.

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The present research examines the rhythmic properties of European Portuguese spoken by native speakers of Mandarin Chinese. Based on the rhythm metrics and corpora used in previous studies focused on the comparison across different languages and varieties (Ramus, Nespor & Mehler, 1999; Frota & Vigário, 2001), we aimed at determining the rhythmic properties of the interlanguage and discussing the factors that may shape and/or constrain the grammar of the interlanguage. We analysed the rhythmic properties of sentences produced by 6 native speakers of Chinese Mandarin, with two different

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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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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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Tkachev, Maksim A., Roman D. Lopatin, and Peter Mitchell. "Creation of a military translation guide for the teaching of military linguists (on example of Portuguese language)." Tambov University Review. Series: Humanities, no. 185 (2020): 29–40. http://dx.doi.org/10.20310/1810-0201-2020-25-185-29-40.

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These days, teaching of military linguists, as well as providing them with the necessary information resources, is becoming increasingly important. Additionally, the Portuguese language is becoming more common and relevant in international communication in various spheres of human activity. Its role in Russia’s relations with Portuguese-speaking countries, especially with Brazil and Angola, is no less significant. Exchange programs, in which Russian students visit Portuguese-speaking countries, are becoming more and more popular. Citizens of these countries, in turn, also come to study in Russ

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Carilo, Michele Saraiva. "Portuguese as an Additional Language within the context of Exchange Programme for Undergraduate Students: a proposal for theoretical and pedagogical shift." Revista Linguagem & Ensino 24, no. 2 (2021): 345–68. http://dx.doi.org/10.15210/rle.v24i2.19262.

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Watson, Silvana Maria R., João Lopes, Célia Oliveira, and Sharon Judge. "Error patterns in Portuguese students’ addition and subtraction calculation tasks." Journal for Multicultural Education 12, no. 1 (2018): 67–82. http://dx.doi.org/10.1108/jme-01-2017-0002.

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PurposeThe purpose of this descriptive study is to investigate why some elementary children have difficulties mastering addition and subtraction calculation tasks.Design/methodology/approachThe researchers have examined error types in addition and subtraction calculation made by 697 Portuguese students in elementary grades. Each student completed a written assessment of mathematical knowledge. A system code (e.g. FR = failure to regroup) has been used to grade the tests. A reliability check has been performed on 65 per cent randomly selected exams.FindingsData frequency analyses reveal that th

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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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Xavier, Ana. "Early Bilingual Education and Content and Language Integrated Learning Assessment in Primary Education: Assessment Beliefs, Knowledge and Practice in Portuguese State and Private Schools." e-TEALS 7, no. 1 (2016): 11–39. http://dx.doi.org/10.1515/eteals-2016-0006.

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AbstractEducational provisions, such as Early Bilingual Education (EBE) and Content and Language Integrated Learning (CLIL), where curriculum content is learnt, taught and assessed through the means of an additional language, are not yet widespread in general primary and secondary education in Portugal. Knowing how to assess in such provisions, which have a dual focus on the mastering of language proficiency and content knowledge and skills, can be intricate. The first step towards building a rationale for soundly assessing language and content at early primary level in Portuguese schools need

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Faria Anjos, Joana, Maria João Heitor dos Santos, Maria Teresa Ribeiro, and Sergio Moreira. "Connor-Davidson Resilience Scale: validation study in a Portuguese sample." BMJ Open 9, no. 6 (2019): e026836. http://dx.doi.org/10.1136/bmjopen-2018-026836.

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ObjectiveThe objective of this paper was to evaluate the structural validity and convergent validity of the first Portuguese version of the Connor-Davidson Resilience Scale (CD-RISC).SettingsThe data sets come from two studies conducted in Portugal, respectively, from the Resilience Effect in Coping with Trauma (RECT) project and from the Health Impact Assessment of Employment Strategies (HIAES) project.ParticipantsThe sample is composed of 476 participants from the RECT project and 405 participants from the HIAES project. In both projects, convenience samples were used.MeasuresThe original CD

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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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Nicolaides, Christine, and Renata Archanjo. "REFRAMING IDENTITIES IN THE MOVE: A TALE OF EMPOWERMENT, AGENCY AND AUTONOMY." Trabalhos em Linguística Aplicada 58, no. 1 (2019): 96–117. http://dx.doi.org/10.1590/010318138653993453211.

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ABSTRACT Transnational movements raised by globalization to a status of normality, let alone to absolute necessity, have reshaped the world and social practices (VERTOVEC, 2007; WEI & HUA, 2013). As a social practice, language dimension acquires a renewed importance in the way people use and consume languages functioning as an agent in the exercise of social and political power. Language ideologies, whether individual or socioculturally constructed, may be a source of empowerment or, conversely, disempowerment, forging asymmetries in the way people consume languages. Thus, the pursuit of a

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Carvalho, Viviane Amaral, and Paulo Caramelli. "Brazilian adaptation of the Addenbrooke's Cognitive Examination-Revised (ACE-R)." Dementia & Neuropsychologia 1, no. 2 (2007): 212–16. http://dx.doi.org/10.1590/s1980-57642008dn10200015.

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Abstract The Addenbrooke's Cognitive Examination-Revised (ACE-R) is a highly sensitive and specific tool for the detection of mild dementia. It is particularly useful in differentiating Alzheimer's disease from frontotemporal dementia. While the first version of the test battery has been adapted in many countries, its revised version has not, probably because it was published very recently. Objective: To translate and adapt the ACE-R for use in the Brazilian population. Methods: Two independent translations were made from English into Portuguese, followed by two independent back-translations.

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Gu, Xin, Sarah E. Pepin, and Paul D. Berger. "Which Investments Improve Student Performance? The Impact of Extracurricular Activities, Paid Classes, and At-Home Internet Use on Student Performance in Secondary School." Journal of Business Theory and Practice 7, no. 1 (2019): 25. http://dx.doi.org/10.22158/jbtp.v7n1p25.

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<em>The importance of education is acknowledged by modern society. As more and more people are willing to invest in education to improve students’ performance, the question of which areas of investment contribute most strongly to better academic performance arises. Parents can choose to involve their children in extracurricular activities, or they can choose to pay for additional classes outside of regular schooling. In addition, the use of technology, or, more specifically, access to the Internet at home, is becoming more and more common, and its influence on student performance is a po

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Cobo, Cristobal. "Exploration of open educational resources in non-English speaking communities." International Review of Research in Open and Distributed Learning 14, no. 2 (2013): 106. http://dx.doi.org/10.19173/irrodl.v14i2.1493.

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<p>Over the last decade, open educational resources (OER) initiatives have created new possibilities for knowledge-sharing practices. This research examines how, where, and when OER are attracting attention in the higher education sector and explores to what extent the OER discussion has moved beyond the English-speaking world. This study analysed English, Spanish, and Portuguese OER queries over a long-term period (2007-2011). The data retrieval was conducted using four online platforms: two academic journal databases (Web of Knowledge and Scopus), one video-sharing Web site (YouTube),

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Selihey, P. O. "Interlingual competition and functional incompleteness of languages." Movoznavstvo 317, no. 2 (2021): 3–18. http://dx.doi.org/10.33190/0027-2833-317-2021-2-001.

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The state of mass multilingualism has been developed now in many countries of the world, and not only in post-colonial ones. Depending on the situation, most contemporaries use (actively or passively) two or three languages. The norm today is not monolingualism, but multilingualism. At the same time many societies are characterized by bilingualism not balanced, but vertical — diglossia. Since few people speak several languages equally well, the need to use them interchangeably requires additional effort and causes mental fatigue. The state of monolingualism is more usual and comfortable for a

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MACÊDO, Ana Cristina Pelosi Silva de. "Similarities and differences in categorization behavior by Brazilian Portuguese and American English native speakers." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 14, no. 2 (1998): 467–81. http://dx.doi.org/10.1590/s0102-44501998000200009.

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The present paper presents a brief account of the nature and formation of categories. It also reports on some of the findings obtained by investigating the way native speakers of Brazilian Portuguese and American English organize their semantic categories. Eleven semantic categories taken from the Battig and Montague (1969) category response norms were used in the study. The way the Brazilians and the Americans behave, in ranking the various category members is statistically analyzed by assessing levels of agreement within and between groups. The results of the analysis indicate that, although

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