The place of Portuguese language in the United States: Beliefs and motivations for PAL teaching-learning in American universities

Detalhes bibliográficos
Autor(a) principal: Guth, Alencar
Data de Publicação: 2022
Outros Autores: Primo, Gustavo, Amaral, João Pedro Wizniewsky
Tipo de documento: Artigo
Idioma: por
Título da fonte: letrônica
Texto Completo: https://revistaseletronicas.pucrs.br/ojs/index.php/letronica/article/view/41043
Resumo: In addition to policies that encourage the study of a language, undergraduate students have particular motivations when it comes to an additional language. As an attempt to explore the US context of teaching-learning Portuguese as an additional language (PAL), we present an exploratory study whose main objective is to analyze American undergraduate students’ beliefs and motivations when enrolling in elementary Portuguese language courses. The research was conducted with students from four institutions in different regions of the country in the fall semester of 2019. Through a quali-quantitative approach, participants voluntarily filled out an online questionnaire, with open-ended and closed-ended questions, so we could analyze their beliefs and motivations regarding the course during the semester. The results show that the main motivating factors are previous proficiency in another Romance language and the desire to maintain affective and cultural ties, while the main learners’ beliefs are: knowing another Romance language and the relationships with Portuguese speakers work as facilitators for learning PLA; speaking is seen an important linguistic skill. Finally, we conclude that, for the US, Portuguese has a status of critical language, whereas for students, the language is linked to ethnic-linguistic and cultural aspects. 
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spelling The place of Portuguese language in the United States: Beliefs and motivations for PAL teaching-learning in American universitiesO lugar do português nos Estados Unidos: Crenças e motivações para o ensino-aprendizagem de PLA em universidades estadunidensesPortuguese as an additional languageLinguistic beliefsUnited StatesPortuguês como língua adicionalCrenças linguísticasEstados UnidosIn addition to policies that encourage the study of a language, undergraduate students have particular motivations when it comes to an additional language. As an attempt to explore the US context of teaching-learning Portuguese as an additional language (PAL), we present an exploratory study whose main objective is to analyze American undergraduate students’ beliefs and motivations when enrolling in elementary Portuguese language courses. The research was conducted with students from four institutions in different regions of the country in the fall semester of 2019. Through a quali-quantitative approach, participants voluntarily filled out an online questionnaire, with open-ended and closed-ended questions, so we could analyze their beliefs and motivations regarding the course during the semester. The results show that the main motivating factors are previous proficiency in another Romance language and the desire to maintain affective and cultural ties, while the main learners’ beliefs are: knowing another Romance language and the relationships with Portuguese speakers work as facilitators for learning PLA; speaking is seen an important linguistic skill. Finally, we conclude that, for the US, Portuguese has a status of critical language, whereas for students, the language is linked to ethnic-linguistic and cultural aspects. Para além das políticas de incentivo ao estudo de uma língua, graduandos têm motivações particulares ao escolherem estudar uma língua adicional. Na tentativa de investigar o contexto estadunidense de ensino-aprendizagem de português como língua adicional (PLA), apresentamos uma pesquisa exploratória cujo objetivo é analisar as principais crenças e motivações de estudantes em disciplinas introdutórias de Português no ensino superior dos EUA. A pesquisa foi conduzida com estudantes de quatro instituições, no primeiro semestre letivo do ano de 2019-2020. Através de uma abordagem quali-quantitativa, estudantes de Português do nível introdutório responderam voluntariamente um questionário on-line, a fim de identificarmos suas crenças e motivações sobre/com o curso durante o semestre. Os resultados apontam que os principais fatores de motivação foram a proficiência prévia em uma língua românica e a manutenção de laços afetivos e culturais, enquanto as crenças envolvem conhecimento de outra língua românica e relações com falantes de português como facilitadores do ensino-aprendizagem de PLA, além da oralidade ser apontada como uma habilidade linguística importante. Finalmente, concluímos que, para o Estado estadunidense, o português tem um status de emergência política e econômica, ao passo que, para os estudantes, a língua está mais atrelada a aspectos étnico-linguísticos e culturais.Editora da PUCRS - ediPUCRS2022-07-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistaseletronicas.pucrs.br/ojs/index.php/letronica/article/view/4104310.15448/1984-4301.2022.1.41043Letrônica; Vol. 15 No. 1 (2022): Single volume; e41043Letrônica; v. 15 n. 1 (2022): Volume Único; e410431984-430110.15448/1984-4301.2022.1reponame:letrônicainstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSporhttps://revistaseletronicas.pucrs.br/ojs/index.php/letronica/article/view/41043/27523Copyright (c) 2022 Letrônicahttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessGuth, AlencarPrimo, GustavoAmaral, João Pedro Wizniewsky2022-12-20T12:38:06Zoai:ojs.revistaseletronicas.pucrs.br:article/41043Revistahttps://revistaseletronicas.pucrs.br/ojs/index.php/letronicaPRIhttps://revistaseletronicas.pucrs.br/ojs/index.php/letronica/oailetronica@pucrs.br||ivanetemileski@gmail.com1984-43011984-4301opendoar:2022-12-20T12:38:06letrônica - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false
dc.title.none.fl_str_mv The place of Portuguese language in the United States: Beliefs and motivations for PAL teaching-learning in American universities
O lugar do português nos Estados Unidos: Crenças e motivações para o ensino-aprendizagem de PLA em universidades estadunidenses
title The place of Portuguese language in the United States: Beliefs and motivations for PAL teaching-learning in American universities
spellingShingle The place of Portuguese language in the United States: Beliefs and motivations for PAL teaching-learning in American universities
Guth, Alencar
Portuguese as an additional language
Linguistic beliefs
United States
Português como língua adicional
Crenças linguísticas
Estados Unidos
title_short The place of Portuguese language in the United States: Beliefs and motivations for PAL teaching-learning in American universities
title_full The place of Portuguese language in the United States: Beliefs and motivations for PAL teaching-learning in American universities
title_fullStr The place of Portuguese language in the United States: Beliefs and motivations for PAL teaching-learning in American universities
title_full_unstemmed The place of Portuguese language in the United States: Beliefs and motivations for PAL teaching-learning in American universities
title_sort The place of Portuguese language in the United States: Beliefs and motivations for PAL teaching-learning in American universities
author Guth, Alencar
author_facet Guth, Alencar
Primo, Gustavo
Amaral, João Pedro Wizniewsky
author_role author
author2 Primo, Gustavo
Amaral, João Pedro Wizniewsky
author2_role author
author
dc.contributor.author.fl_str_mv Guth, Alencar
Primo, Gustavo
Amaral, João Pedro Wizniewsky
dc.subject.por.fl_str_mv Portuguese as an additional language
Linguistic beliefs
United States
Português como língua adicional
Crenças linguísticas
Estados Unidos
topic Portuguese as an additional language
Linguistic beliefs
United States
Português como língua adicional
Crenças linguísticas
Estados Unidos
description In addition to policies that encourage the study of a language, undergraduate students have particular motivations when it comes to an additional language. As an attempt to explore the US context of teaching-learning Portuguese as an additional language (PAL), we present an exploratory study whose main objective is to analyze American undergraduate students’ beliefs and motivations when enrolling in elementary Portuguese language courses. The research was conducted with students from four institutions in different regions of the country in the fall semester of 2019. Through a quali-quantitative approach, participants voluntarily filled out an online questionnaire, with open-ended and closed-ended questions, so we could analyze their beliefs and motivations regarding the course during the semester. The results show that the main motivating factors are previous proficiency in another Romance language and the desire to maintain affective and cultural ties, while the main learners’ beliefs are: knowing another Romance language and the relationships with Portuguese speakers work as facilitators for learning PLA; speaking is seen an important linguistic skill. Finally, we conclude that, for the US, Portuguese has a status of critical language, whereas for students, the language is linked to ethnic-linguistic and cultural aspects. 
publishDate 2022
dc.date.none.fl_str_mv 2022-07-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
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dc.identifier.uri.fl_str_mv https://revistaseletronicas.pucrs.br/ojs/index.php/letronica/article/view/41043
10.15448/1984-4301.2022.1.41043
url https://revistaseletronicas.pucrs.br/ojs/index.php/letronica/article/view/41043
identifier_str_mv 10.15448/1984-4301.2022.1.41043
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistaseletronicas.pucrs.br/ojs/index.php/letronica/article/view/41043/27523
dc.rights.driver.fl_str_mv Copyright (c) 2022 Letrônica
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Letrônica
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora da PUCRS - ediPUCRS
publisher.none.fl_str_mv Editora da PUCRS - ediPUCRS
dc.source.none.fl_str_mv Letrônica; Vol. 15 No. 1 (2022): Single volume; e41043
Letrônica; v. 15 n. 1 (2022): Volume Único; e41043
1984-4301
10.15448/1984-4301.2022.1
reponame:letrônica
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instname_str Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
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repository.name.fl_str_mv letrônica - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
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