Unit PORTUGUESE-BRAZILIAN I
- Course
- Languages, comparative literatures and intercultural translation
- Study-unit Code
- A000173
- Curriculum
- In all curricula
- Teacher
- Monique Carbone Cintra
- Teachers
-
- Monique Carbone Cintra
- Hours
- 36 ore - Monique Carbone Cintra
- CFU
- 6
- Course Regulation
- Coorte 2021
- Offered
- 2021/22
- Learning activities
- Affine/integrativa
- Area
- Attività formative affini o integrative
- Academic discipline
- L-LIN/09
- Type of study-unit
- Opzionale (Optional)
- Type of learning activities
- Attività formativa monodisciplinare
- Language of instruction
Portuguese and Brazilian Languages- Contents
Metalinguistic Awareness Applied to the Portuguese Teaching-Learning Process
The contents to be covered during the course will be as follows:
- Theoretical and methodological perspective of functional-cognitive linguistics and differences with formalist currents
- Implications of these theories in the context of language education
- Metalinguistic awareness and advantages for foreign language teaching and learning
- Teaching techniques used in the development of metalinguistic awareness
- Grammar teaching and new teaching proposals
- Grammar content proposed by the Camões Reference for advanced levels- Reference texts
Abreu, A. S. (2009). Capítulo 5. Gramática Mínima (2ª ed.). Cotia (SP): Ateliê Editorial.
Ançã, M. H. (2015). Revisitando a consciência linguística: apropriação do conceito por parte de futuros professores de Português. Calidoscópio, 13(1), 83-91.
Ançã, M. H. (2018). Consciência metalinguística e educação em português. Atas das Jornadas de língua portuguesa: investigação e ensino, 71-81. Fonte: http://www.unicv.edu.cv/images/dicoes/Atas_das_Jornadas_de_Lingua_Portuguesa_-_IE.pdf
Gerhardt, A. F. (2016). Capítulo 3: Exercícios. Ensino de Gramática e desenvolvimento metalinguístico: teorias, reflexões e exercícios. Campinas: Pontes Editores.
FARIA, C.V.S. (2019) Tradução audiovisual em PB e PE: o que estudantes de PLE podem aprender ao comparar as duas variedades em um corpus de pequena dimensão. In: Rivista degli studi portoghesi e brasiliani. XXI. Pisa-Roma: Fabrizio Serra Editore, p. 91-102
Junqueira, L. B. (2015). O caráter social do funcionalismo e do cognitivismo. DLCV, Esp(2), 9-30.
Neves, F. E. (2016). Conhecimento metalinguístico em uma perspectiva (meta)cognitiva – letramento linguístico acadêmico da/o estudante universitária/o. Revista do Programa de Pós-Graduação em Letras da Universidade de Passo Fundo, 12(2), 473-495. doi:http://dx.doi.org/10.5335/rdes.v12i2.6400
Osório, P., & Antunes, P. (2009). Para uma delimitação epistemológica do conceito de consciência metalinguística: um estudo de Linguística Aplicada. Revista de Letras, 91-107.
Osório, P.; Leurquin, E.; Coelho, M. (2018) O lugar da gramática na aula de português. Rio de Janeiro: Dialogarts.
Pilati, E. (2017). Linguística, gramática e aprendizagem ativa. Campinas: Pontes Editores.
Silva, A. S. (2004). Introdução: linguagem, cultura e cognição, ou a Linguística Cognitiva. Em A. S. Silva, A. Torres, & M. Gonçalves, Linguagem, Cultura e Cognição: Estudos de Linguística Cognitiva (pp. 1-18). Coimbra: Almedina.
Testi per approfondire i contenuti trattati:
Balboni, P. (2018). Fare educazione linguistica. Insegnare italiano, lingue straniere e classiche (2 ed.). Torino: UTET Università.
Balboni, P. (1998). Tecniche didattiche per l'educazione linguistica. Italiano, lingue straniere, lingue classiche. Torino: UTET Libreria.
Danesi, M., Diadori, P., & Semplici, S. (2018). Tecniche didattiche per la seconda lingua. Strategie e strumenti anche in contesti CLIL. Carocci.
James, C., & Garret, P. (s.d.). Language Awareness in the Classroom.
Peppoloni, D. (2018). Glottodidattica e metalinguaggio. La consapevolezza metalinguistica come strumento per l'acquisizione delle lingue straniere. Perugia: Guerra Edizioni.
Roehr-Brackin, K. (2018). Metalinguistic Awareness and Second Language. New York: Routledge.- Educational objectives
The course is an in-depth program aimed at the study of grammatical concepts specific to the Portuguese language applied to the practice of teaching this language, with a view to the development of metalinguistic awareness. The main objective of this course is to bring students to the acquisition of its general concepts and of methodological and critical tools for the analysis of teaching materials and for the elaboration of contents aimed at the development of a (meta)language reflection. Specifically, at the end of the course the student is expected to be able to:
- Recognize the main theoretical concepts in cognitive-functional linguistics;
- Reflect on the concept of "metalinguistic awareness" and its implications in the learning of a foreign language;
- Take a contrasting perspective to complex grammatical concepts for Italian students;
- Analyze similarities and differences between some European and Brazilian Portuguese language structures and reflect on the implications of this in the context of teaching-learning in Italy;
- to establish correlations between theoretical knowledge and teaching strategies for teaching Portuguese as a foreign language;
- Analyze the grammatical contents of Brazilian and Portuguese textbooks and propose additional activities based on theoretical discussions, especially metalinguistic awareness;- Prerequisites
The student must have a level equal to or higher than B2 of Portuguese and Brazilian languages in order to take the course. However, it will be required to pass the C1 level exam (language proficiency according to the Common Framework of the Council of Europe) at the University Language Centre (CLA) in order to obtain arithmetic mean with the grade obtained in the examination in the Department.- Teaching methods
The lectures have a seminarian structure. The lessons will be held in Portuguese, with the use of p PowerPoint presentations and analysis of textbooks.- Other information
Attendance to the course is strongly recommended, given its application-practical character. Students are invited to register on the Unistudium platform, which will be used for:
- make available some bibliographic materials, which must be downloaded by students in advance
- to propose and collect activities that promote critical reflection on the contents of the course and/or that require prior preparation by the students for the discussions that will take place during the lessons- Learning verification modality
Final written and oral exam with single grade. Non-attending students should contact the teacher to establish supplementary materials.
At the CLA, the student must undergo, at the end of the cycle of practice lessons (80 hours), a level test (level C1) to be considered preparatory to the written and oral exam to be taken at the Department. The tests at the CLA, to be carried out with language assistants, will be written and oral, aimed at assessing the effective acquisition of language skills established by the Common European Framework of Reference. The level test will be evaluated with a score in thirtieths, which will give the arithmetic mean with the grade obtained in the Department exam.
The verification will therefore be divided into several phases. With regard to the Portuguese and Brazilian language course I, held by the teacher responsible for the discipline, the tests carried out in exam or exemption mode are structured in the following mode: written production in Portuguese of a critical text on some of the topics covered during the lessons and the respective oral presentation. The written text will focus on theoretical topics and the oral presentation will be addressed to the theoretical-practical module, that is, on the aspects of analysis of textbooks and on proposals for didactic elaboration with exercises of reflection (meta)linguistics.
In the case of attending students, the texts delivered during the course will also be evaluated, through the use of the Unistudium platform.- Extended program
The study of the Portuguese language and its different standards in a context of teaching-learning of foreign languages, more specifically in university courses engaged in vocational language training, should focus not only on the socio-cultural aspects involved in the functioning of the language, but should include a (meta)cognitive perspective that leads students to reflect on the application of these concepts to specific professional realities, such as in the field of teaching. The course will focus, in a contrasting perspective, on complex grammatical topics for Italian students, paying particular attention to metalinguistic awareness in the treatment of European and Brazilian Portuguese standards. Moreover, it is proposed to articulate these aspects with the main recurrent concepts in the studies of linguistics applied to the teaching of foreign languages, more specifically following the line of Italian didactics.
The course will be divided into two modules: theoretical and theoretical-practical.
- The first module will consist of lectures focusing on the presentation and discussion - from previous readings of scientific articles and chapters of books - of theoretical concepts fundamental to the construction of critical knowledge of learners - which should be articulated with the practical activities of the second module. Students will have to make summaries (written and oral) of the theoretical texts and participate in the discussions in class.
- The second module will be mainly devoted to the analysis of the grammatical contents presented in advanced textbooks and will involve the active participation of students in individual seminars.