Teaching Portuguese as a host language in a multiethnic context: : challenges and proposals
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Letras de Hoje (Online) |
Texto Completo: | https://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/44794 |
Resumo: | This paper proposes a qualitative analysis of the difficulties and challenges of teaching the Portuguese language in multi-ethnic classroom contexts (that is, with students from different backgrounds), from the perspective of Portuguese as a host language (PLAc), considering the linguistic knowledge, and cultural and educational background of each student. To do so, I will use studies that have already discussed related issues, such as the challenges of teaching Portuguese to immigrants in Brazil – and, in particular, to Haitian refugees – and I will contrast these works with two distinct professional experiences of teaching Portuguese, namely , as a volunteer in the projects Bem-Vindos, by Graded School of São Paulo (focused on refugee students, mostly Hispanic) and Sol Novum, by the Faculty of Law of the University of São Paulo and the NGO ENACTUS (focused on refugee students from different parts of the world , with a significant participation of Haitian learners). The first stands out for its formative aspect, since part of the volunteers are high school students, guided by teachers of Portuguese, promoting teaching practice as well as the humanistic character of voluntary activity, while the second privileges a more traditional teaching approach, aimed at immigrants who need proof of proficiency in Portuguese to regularize their status in Brazil. From this qualitative and comparative analysis, based on the teaching experience in these two projects, I seek to demonstrate the importance of teaching Portuguese as a host language and the adaptation of learning methodologies in different contexts, taking into account, notably, its pluriethnic and multilingual character, intrinsic to classes for forced immigrants, exiles and refugees. |
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Teaching Portuguese as a host language in a multiethnic context: : challenges and proposalsEnseñanza del portugués como lengua de acogida en un contexto multiétnico: : desafíos y propuestasO Ensino do Português como Língua de Acolhimento em contexto pluriétnico: : desafios e propostasPortuguese as a foreign languagePortuguese as a host languagelanguage teachingimmigrationmultiethnicity.Portugués como Lengua ExtranjeraPortugués como Lengua de Acogida enseñanza de idiomasinmigraciónmultietnicidad.Português como Língua Estrangeira Português como Língua de Acolhimentoensino de línguasimigraçãomultietnicidade.This paper proposes a qualitative analysis of the difficulties and challenges of teaching the Portuguese language in multi-ethnic classroom contexts (that is, with students from different backgrounds), from the perspective of Portuguese as a host language (PLAc), considering the linguistic knowledge, and cultural and educational background of each student. To do so, I will use studies that have already discussed related issues, such as the challenges of teaching Portuguese to immigrants in Brazil – and, in particular, to Haitian refugees – and I will contrast these works with two distinct professional experiences of teaching Portuguese, namely , as a volunteer in the projects Bem-Vindos, by Graded School of São Paulo (focused on refugee students, mostly Hispanic) and Sol Novum, by the Faculty of Law of the University of São Paulo and the NGO ENACTUS (focused on refugee students from different parts of the world , with a significant participation of Haitian learners). The first stands out for its formative aspect, since part of the volunteers are high school students, guided by teachers of Portuguese, promoting teaching practice as well as the humanistic character of voluntary activity, while the second privileges a more traditional teaching approach, aimed at immigrants who need proof of proficiency in Portuguese to regularize their status in Brazil. From this qualitative and comparative analysis, based on the teaching experience in these two projects, I seek to demonstrate the importance of teaching Portuguese as a host language and the adaptation of learning methodologies in different contexts, taking into account, notably, its pluriethnic and multilingual character, intrinsic to classes for forced immigrants, exiles and refugees.Este trabajo propone un análisis cualitativo de las dificultades y desafíos de la enseñanza de la lengua portuguesa en contextos de clase multiétnicos (es decir, con estudiantes de diferentes orígenes), desde la perspectiva del Portugués como Lengua de acogida (PLAc), considerando los conocimientos lingüísticos y los aspectos culturales y educativos de cada alumno. Para eso, utilizaremos estudios que ya se han dedicado a temas relacionados, como los desafíos de enseñar portugués a inmigrantes en Brasil, y, en particular, a refugiados haitianos, y contrastaremos estos trabajos con dos experiencias profesionales distintas de enseñanza de portugués, a saber, como voluntario en los proyectos Bem-Vindos, de la Escuela Graduada de São Paulo (enfocado en estudiantes refugiados, en su mayoría hispanos) y Sol Novum, de la Facultad de Derecho de la Universidad de São Paulo y la ONG ENACTUS ( enfocado en estudiantes refugiados de diferentes partes del mundo, con una participación significativa de estudiantes haitianos). El primero destacase por su vertiente formativa, ya que una parte del voluntariado eres formado por estudiantes del secundario, guiados por profesores de portugués, fomentando la práctica docente y el carácter humanístico del voluntariado, mientras que el segundo privilegia una enseñanza más tradicional, dirigida a inmigrantes que necesitan prueba de dominio del portugués para su regularización en Brasil. A partir de este análisis cualitativo y comparativo, basado en la experiencia docente en estos dos proyectos, buscamos demostrar la importancia de la enseñanza del portugués como lengua de acogida y la adaptación de metodologías de aprendizaje en diferentes contextos, teniendo en cuenta, en particular, él carácter pluriétnico y multilingüe, intrínseco a las clases para inmigrantes forzados, exiliados y refugiados.Este trabalho propõe uma análise qualitativa das dificuldades e desafios de se ensinar a língua portuguesa em contextos de aula pluriétnicos (isto é, com alunos de várias origens), a partir da perspectiva do Português como Língua de Acolhimento (PLAc), considerando conhecimentos linguísticas e aspectos culturais e educacionais de cada aluno. Para tanto, utilizaremos estudos que já se dedicaram a questões correlatas, como os desafios de se ensinar português a imigrantes no Brasil – e, em particular, a haitianos refugiados – e contrastaremos esses trabalhos com duas experiências profissionais distintas de ensino de português, a saber, como voluntário nos projetos Bem-Vindos, da Escola Graduada de São Paulo (centrado em alunos refugiados majoritariamente hispânicos) e Sol Novum, da Faculdade de Direito da Universidade de São Paulo e da ONG ENACTUS (voltado para alunos refugiados de diversas partes do mundo, com uma expressiva participação de aprendentes haitianos). O primeiro destaca-se por seu aspecto formador, uma vez que parte dos voluntários é composta de alunos de ensino médio, orientados por professores de português, fomentando a prática docente e o caráter humanista da atividade voluntária, enquanto o segundo privilegia um ensino mais tradicional, voltado a imigrantes que necessitam comprovar a proficiência em língua portuguesa para sua regularização no Brasil. A partir dessa análise qualitativa e comparativa, baseada na experiência de ensino nesses dois projetos, buscamos demonstrar a importância da abordagem do ensino do português como língua de acolhimento e a adaptação das metodologias de aprendizagem em diferentes contextos, levando-se em conta, notadamente, o caráter pluriétnico e multilinguístico, intrínseco às aulas para imigrantes forçados, exilados e refugiados.Editora da PUCRS - ediPUCRS2023-12-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/4479410.15448/1984-7726.2023.1.44794Letras de Hoje; Vol. 58 No. 1 (2023): Single Volume ; e44794Letras de Hoje; Vol. 58 Núm. 1 (2023): Volumen Único; e44794Letras de Hoje; v. 58 n. 1 (2023): Volume Único; e447941984-77260101-333510.15448/1984-7726.2023.1reponame:Letras de Hoje (Online)instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSporhttps://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/44794/28329Copyright (c) 2023 Letras de Hojehttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessAnselmi Matangrano, Bruno2024-02-19T19:08:05Zoai:ojs.revistaseletronicas.pucrs.br:article/44794Revistahttps://revistaseletronicas.pucrs.br/ojs/index.php/falePRIhttps://revistaseletronicas.pucrs.br/ojs/index.php/fale/oaieditora.periodicos@pucrs.br || letrasdehoje@pucrs.br1984-77260101-3335opendoar:2024-02-19T19:08:05Letras de Hoje (Online) - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.none.fl_str_mv |
Teaching Portuguese as a host language in a multiethnic context: : challenges and proposals Enseñanza del portugués como lengua de acogida en un contexto multiétnico: : desafíos y propuestas O Ensino do Português como Língua de Acolhimento em contexto pluriétnico: : desafios e propostas |
title |
Teaching Portuguese as a host language in a multiethnic context: : challenges and proposals |
spellingShingle |
Teaching Portuguese as a host language in a multiethnic context: : challenges and proposals Anselmi Matangrano, Bruno Portuguese as a foreign language Portuguese as a host language language teaching immigration multiethnicity. Portugués como Lengua Extranjera Portugués como Lengua de Acogida enseñanza de idiomas inmigración multietnicidad. Português como Língua Estrangeira Português como Língua de Acolhimento ensino de línguas imigração multietnicidade. |
title_short |
Teaching Portuguese as a host language in a multiethnic context: : challenges and proposals |
title_full |
Teaching Portuguese as a host language in a multiethnic context: : challenges and proposals |
title_fullStr |
Teaching Portuguese as a host language in a multiethnic context: : challenges and proposals |
title_full_unstemmed |
Teaching Portuguese as a host language in a multiethnic context: : challenges and proposals |
title_sort |
Teaching Portuguese as a host language in a multiethnic context: : challenges and proposals |
author |
Anselmi Matangrano, Bruno |
author_facet |
Anselmi Matangrano, Bruno |
author_role |
author |
dc.contributor.author.fl_str_mv |
Anselmi Matangrano, Bruno |
dc.subject.por.fl_str_mv |
Portuguese as a foreign language Portuguese as a host language language teaching immigration multiethnicity. Portugués como Lengua Extranjera Portugués como Lengua de Acogida enseñanza de idiomas inmigración multietnicidad. Português como Língua Estrangeira Português como Língua de Acolhimento ensino de línguas imigração multietnicidade. |
topic |
Portuguese as a foreign language Portuguese as a host language language teaching immigration multiethnicity. Portugués como Lengua Extranjera Portugués como Lengua de Acogida enseñanza de idiomas inmigración multietnicidad. Português como Língua Estrangeira Português como Língua de Acolhimento ensino de línguas imigração multietnicidade. |
description |
This paper proposes a qualitative analysis of the difficulties and challenges of teaching the Portuguese language in multi-ethnic classroom contexts (that is, with students from different backgrounds), from the perspective of Portuguese as a host language (PLAc), considering the linguistic knowledge, and cultural and educational background of each student. To do so, I will use studies that have already discussed related issues, such as the challenges of teaching Portuguese to immigrants in Brazil – and, in particular, to Haitian refugees – and I will contrast these works with two distinct professional experiences of teaching Portuguese, namely , as a volunteer in the projects Bem-Vindos, by Graded School of São Paulo (focused on refugee students, mostly Hispanic) and Sol Novum, by the Faculty of Law of the University of São Paulo and the NGO ENACTUS (focused on refugee students from different parts of the world , with a significant participation of Haitian learners). The first stands out for its formative aspect, since part of the volunteers are high school students, guided by teachers of Portuguese, promoting teaching practice as well as the humanistic character of voluntary activity, while the second privileges a more traditional teaching approach, aimed at immigrants who need proof of proficiency in Portuguese to regularize their status in Brazil. From this qualitative and comparative analysis, based on the teaching experience in these two projects, I seek to demonstrate the importance of teaching Portuguese as a host language and the adaptation of learning methodologies in different contexts, taking into account, notably, its pluriethnic and multilingual character, intrinsic to classes for forced immigrants, exiles and refugees. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-12-13 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/44794 10.15448/1984-7726.2023.1.44794 |
url |
https://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/44794 |
identifier_str_mv |
10.15448/1984-7726.2023.1.44794 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/44794/28329 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Letras de Hoje http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Letras de Hoje 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 |
Letras de Hoje; Vol. 58 No. 1 (2023): Single Volume ; e44794 Letras de Hoje; Vol. 58 Núm. 1 (2023): Volumen Único; e44794 Letras de Hoje; v. 58 n. 1 (2023): Volume Único; e44794 1984-7726 0101-3335 10.15448/1984-7726.2023.1 reponame:Letras de Hoje (Online) instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) instacron:PUC_RS |
instname_str |
Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
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PUC_RS |
institution |
PUC_RS |
reponame_str |
Letras de Hoje (Online) |
collection |
Letras de Hoje (Online) |
repository.name.fl_str_mv |
Letras de Hoje (Online) - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
repository.mail.fl_str_mv |
editora.periodicos@pucrs.br || letrasdehoje@pucrs.br |
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1799128772631330816 |