Grammar teaching in Portugal
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://hdl.handle.net/10216/124285 |
Resumo: | Although some studies evidenced a divide between the practices and the curricularguidelines for first language teaching, in the Portuguese curriculum, there wasalways some place for grammar teaching. The debate focuses on the questions "whyteach grammar?", "what to teach?" and "how to teach?" In the Portuguese case, answeringto the first question, we may identify the development of linguistic awareness andthe construction of explicit knowledge about the language, in order to form linguisticallyand discursively competent citizens, using language proficiently in oral formal andpublic contexts, in reading and in writing. Through an overview of the curricular guidelines,as well as other official documents, the answer to the second question points atwhat is taught about grammar in the Portuguese curriculum. Finally, since it is one ofthe grammar teaching approaches with more empirical research, the Grammar Lab ispresented as being a good practice. |
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Grammar teaching in PortugalFilologiaPhilologyAlthough some studies evidenced a divide between the practices and the curricularguidelines for first language teaching, in the Portuguese curriculum, there wasalways some place for grammar teaching. The debate focuses on the questions "whyteach grammar?", "what to teach?" and "how to teach?" In the Portuguese case, answeringto the first question, we may identify the development of linguistic awareness andthe construction of explicit knowledge about the language, in order to form linguisticallyand discursively competent citizens, using language proficiently in oral formal andpublic contexts, in reading and in writing. Through an overview of the curricular guidelines,as well as other official documents, the answer to the second question points atwhat is taught about grammar in the Portuguese curriculum. Finally, since it is one ofthe grammar teaching approaches with more empirical research, the Grammar Lab ispresented as being a good practice.20192019-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/10216/124285eng2013-619610.5565/rev/jtl3.809Costa, Ana LuísaRodrigues, Sónia Valenteinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-11-29T13:34:12Zoai:repositorio-aberto.up.pt:10216/124285Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T23:42:51.382197Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Grammar teaching in Portugal |
title |
Grammar teaching in Portugal |
spellingShingle |
Grammar teaching in Portugal Costa, Ana Luísa Filologia Philology |
title_short |
Grammar teaching in Portugal |
title_full |
Grammar teaching in Portugal |
title_fullStr |
Grammar teaching in Portugal |
title_full_unstemmed |
Grammar teaching in Portugal |
title_sort |
Grammar teaching in Portugal |
author |
Costa, Ana Luísa |
author_facet |
Costa, Ana Luísa Rodrigues, Sónia Valente |
author_role |
author |
author2 |
Rodrigues, Sónia Valente |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Costa, Ana Luísa Rodrigues, Sónia Valente |
dc.subject.por.fl_str_mv |
Filologia Philology |
topic |
Filologia Philology |
description |
Although some studies evidenced a divide between the practices and the curricularguidelines for first language teaching, in the Portuguese curriculum, there wasalways some place for grammar teaching. The debate focuses on the questions "whyteach grammar?", "what to teach?" and "how to teach?" In the Portuguese case, answeringto the first question, we may identify the development of linguistic awareness andthe construction of explicit knowledge about the language, in order to form linguisticallyand discursively competent citizens, using language proficiently in oral formal andpublic contexts, in reading and in writing. Through an overview of the curricular guidelines,as well as other official documents, the answer to the second question points atwhat is taught about grammar in the Portuguese curriculum. Finally, since it is one ofthe grammar teaching approaches with more empirical research, the Grammar Lab ispresented as being a good practice. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019 2019-01-01T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://hdl.handle.net/10216/124285 |
url |
https://hdl.handle.net/10216/124285 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
2013-6196 10.5565/rev/jtl3.809 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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