Forming teachers of Portuguese as an Additional Language (PLA) for superdiversity: Challenges

• Autor(a) principal: Bessa, Mariana de Camargo
• Data de Publicação: 2020
• Outros Autores: Weiss, Denise Barros
• 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/38360
• topic: Linguistic politics; Superdiversity; The formation of Portuguese as a Foreign Language Teachers; Políticas del lenguaje; Superdiversidad; Formación del profesor del Portugués como Lengua Adicional; Política linguística; Superdiversidade; Formação de professores de PLA

This paper aims to reflect on gaps that need to be addressed in the case of an institutionalization in the area of Portuguese as a Foreign Language and on glotopolitical actions in this field. We intend to discuss some effects of the absence of documents that guide the education in classrooms that reflect the superdiverse reality in which we are inserted. We analyse how Exame Celpe-Bras – Certificate of Proficiency in Portuguese for Foreigners – has guided Portuguese as a Foreign Language teaching policies and, finally, we observe the effects of this influence on the formation of Portuguese as a Foreign Language teachers. We mobilize, for this study, the concepts of superdiversity; local knowledge and global knowledge; linguistic politics and glotopolitics actions. Based on these concepts, we show some of the skills needed for the teacher to face these challenges that are imposed at work today.