Teaching English and developing students’ plurilingual competence: a case study in Portugal
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.34624/id.v15i3.31843 |
Resumo: | Our study is set within the framework of plurilingualism, which should be promoted as a value and developed a competence; and that English, as a language of international communication and having a privileged position in the language curriculum, represents a unique opportunity for the development of plurilingual education (Galloway, 2017; Pinho, & Moreira, 2012). To this end, we conducted a case study with a secondary school class, which aimed at: i) understanding the role of English teaching in the development of pupils’ plurilingual skills; ii) designing, implementing and evaluating a plurilingual language educational programme; iii) identifying evidence of the development of pupils’ plurilingual competence. Data were collected during and after the implementation of a plurilingual didactic programme through classroom observation, analysis of pupils’ portfolios, observation of language workshops and focus group interviews. Within the framework of a qualitative approach, the study adopted interpretative and interactive content analysis (Bardin, 2004). The results of the study show that the English class is a place for promoting plurilingualism when it allows: i) the development pupils’ linguistic culture and their ability to contact with other languages; ii) observing and working with different languages, their roles and status; iii) reflecting on how pupils relate to and learn languages. |
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Teaching English and developing students’ plurilingual competence: a case study in PortugalEnseñanza del inglés y desarrollo de la competencia plurilingüe de los estudiantes: un estudio de caso en PortugalEnseigner l’anglais et développer la compétence plurilingue des élèves : une étude de cas au PortugalInsegnare l'inglese e sviluppare la competenza plurilingue degli studenti: un caso di studio in PortogalloEnsino do inglês e desenvolvimento da competência plurilingue: um estudo de caso no ensino secundárioOur study is set within the framework of plurilingualism, which should be promoted as a value and developed a competence; and that English, as a language of international communication and having a privileged position in the language curriculum, represents a unique opportunity for the development of plurilingual education (Galloway, 2017; Pinho, & Moreira, 2012). To this end, we conducted a case study with a secondary school class, which aimed at: i) understanding the role of English teaching in the development of pupils’ plurilingual skills; ii) designing, implementing and evaluating a plurilingual language educational programme; iii) identifying evidence of the development of pupils’ plurilingual competence. Data were collected during and after the implementation of a plurilingual didactic programme through classroom observation, analysis of pupils’ portfolios, observation of language workshops and focus group interviews. Within the framework of a qualitative approach, the study adopted interpretative and interactive content analysis (Bardin, 2004). The results of the study show that the English class is a place for promoting plurilingualism when it allows: i) the development pupils’ linguistic culture and their ability to contact with other languages; ii) observing and working with different languages, their roles and status; iii) reflecting on how pupils relate to and learn languages.Notre étude s’inscrit dans le cadre du plurilinguisme, qui doit être valorisé comme une valeur et développé une compétence ; et que l’anglais, en tant que langue de communication internationale et occupant une place privilégiée dans le cursus linguistique, représente une opportunité unique pour le développement de l’éducation plurilingue (Galloway, 2017 ; Pinho, & Moreira, 2012). À cette fin, nous avons mené une étude de cas avec une classe du secondaire, qui visait à: i) comprendre le rôle de l’enseignement de l’anglais dans le développement des compétences plurilingues des élèves; ii) concevoir, mettre en oeuvre et évaluer un programme d’éducation aux langues plurilingues; iii) identifier les preuves du développement de la compétence plurilingue des élèves. Les données ont été collectées pendant et après la mise en oeuvre d’un programme didactique plurilingue à travers l’observation en classe, l’analyse des portfolios des élèves, l’observation des ateliers linguistiques et des entretiens de groupes de discussion. Dans le cadre d’une approche qualitative, l’étude a adopté une analyse de contenu interprétative et interactive (Bardin, 2004). Les résultats de l’étude montrent que la classe d’anglais est un lieu de promotion du plurilinguisme lorsqu’elle permet: i) le développement de la culture linguistique des élèves et de leur capacité à entrer en contact avec d’autres langues; ii) observer et travailler avec différentes langues, leurs rôles et leur statut; iii) réfléchir à la manière dont les élèves apprennent et apprennent les langues.O estudo que apresentamos assenta na ideia de plurilinguismo, que se constitui como valor a promover e competência a desenvolver e de que o inglês, como língua de comunicação internacional e detentor de uma posição privilegiada no currículo de línguas, representa uma oportunidade única para o desenvolvimento da educação plurilingue (Galloway, 2017). Para tal, realizámos um estudo de caso, com uma turma do ensino secundário, com o qual se pretendia: i) compreender o papel do ensino de inglês no desenvolvimento da competência plurilingue dos alunos; ii) conceber, implementar e avaliar um programa de educação plurilingue em aula de inglês; iii) identificar indícios de desenvolvimento da competência plurilingue em alunos de inglês do ensino secundário. Os dados foram recolhidos durante e após a implementação de um plano de intervenção pedagógico-didática, através da observação de aulas, da análise de portfólios dos alunos, da observação de workshops linguísticos e das respostas a inquéritos por entrevista em focus group. No quadro de uma abordagem qualitativa, o estudo adotou a análise de conteúdo de tipo interpretativo e interativo (Bardin,2004). Os resultados do estudo evidenciam que a aula de língua inglesa constitui um espaço de promoção do plurilinguismo quando permite: i) desenvolver a cultura linguística dos alunos e a sua capacidade de contactar com outras línguas; ii) observar e trabalhar diferentes línguas e refletir sobre os seus papéis e estatutos; iii) refletir sobre a forma como os sujeitos se relacionam com as línguas e as aprendem.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2023-07-31info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v15i3.31843https://doi.org/10.34624/id.v15i3.31843Indagatio Didactica; Vol 15 No 3 (2023); 127-146Indagatio Didactica; Vol. 15 Núm. 3 (2023); 127-146Indagatio Didactica; Vol. 15 No 3 (2023); 127-146Indagatio Didactica; vol. 15 n.º 3 (2023); 127-1461647-3582reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://proa.ua.pt/index.php/id/article/view/31843https://proa.ua.pt/index.php/id/article/view/31843/22753Direitos de Autor (c) 2023 Ana Rita Gomes Costa, Filomena Rosinda de Oliveira Martins, Ana Isabel de Oliveira Andrade, Ana Sofia Reis de Castro e Pinhohttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCosta, Ana Rita GomesMartins, Filomena Rosinda de OliveiraAndrade, Ana Isabel de OliveiraPinho, Ana Sofia Reis de Castro e2023-09-22T10:19:28Zoai:proa.ua.pt:article/31843Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:33.522267Repositório 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 |
Teaching English and developing students’ plurilingual competence: a case study in Portugal Enseñanza del inglés y desarrollo de la competencia plurilingüe de los estudiantes: un estudio de caso en Portugal Enseigner l’anglais et développer la compétence plurilingue des élèves : une étude de cas au Portugal Insegnare l'inglese e sviluppare la competenza plurilingue degli studenti: un caso di studio in Portogallo Ensino do inglês e desenvolvimento da competência plurilingue: um estudo de caso no ensino secundário |
title |
Teaching English and developing students’ plurilingual competence: a case study in Portugal |
spellingShingle |
Teaching English and developing students’ plurilingual competence: a case study in Portugal Costa, Ana Rita Gomes |
title_short |
Teaching English and developing students’ plurilingual competence: a case study in Portugal |
title_full |
Teaching English and developing students’ plurilingual competence: a case study in Portugal |
title_fullStr |
Teaching English and developing students’ plurilingual competence: a case study in Portugal |
title_full_unstemmed |
Teaching English and developing students’ plurilingual competence: a case study in Portugal |
title_sort |
Teaching English and developing students’ plurilingual competence: a case study in Portugal |
author |
Costa, Ana Rita Gomes |
author_facet |
Costa, Ana Rita Gomes Martins, Filomena Rosinda de Oliveira Andrade, Ana Isabel de Oliveira Pinho, Ana Sofia Reis de Castro e |
author_role |
author |
author2 |
Martins, Filomena Rosinda de Oliveira Andrade, Ana Isabel de Oliveira Pinho, Ana Sofia Reis de Castro e |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Costa, Ana Rita Gomes Martins, Filomena Rosinda de Oliveira Andrade, Ana Isabel de Oliveira Pinho, Ana Sofia Reis de Castro e |
description |
Our study is set within the framework of plurilingualism, which should be promoted as a value and developed a competence; and that English, as a language of international communication and having a privileged position in the language curriculum, represents a unique opportunity for the development of plurilingual education (Galloway, 2017; Pinho, & Moreira, 2012). To this end, we conducted a case study with a secondary school class, which aimed at: i) understanding the role of English teaching in the development of pupils’ plurilingual skills; ii) designing, implementing and evaluating a plurilingual language educational programme; iii) identifying evidence of the development of pupils’ plurilingual competence. Data were collected during and after the implementation of a plurilingual didactic programme through classroom observation, analysis of pupils’ portfolios, observation of language workshops and focus group interviews. Within the framework of a qualitative approach, the study adopted interpretative and interactive content analysis (Bardin, 2004). The results of the study show that the English class is a place for promoting plurilingualism when it allows: i) the development pupils’ linguistic culture and their ability to contact with other languages; ii) observing and working with different languages, their roles and status; iii) reflecting on how pupils relate to and learn languages. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-07-31 |
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://doi.org/10.34624/id.v15i3.31843 https://doi.org/10.34624/id.v15i3.31843 |
url |
https://doi.org/10.34624/id.v15i3.31843 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://proa.ua.pt/index.php/id/article/view/31843 https://proa.ua.pt/index.php/id/article/view/31843/22753 |
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http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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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 |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
dc.source.none.fl_str_mv |
Indagatio Didactica; Vol 15 No 3 (2023); 127-146 Indagatio Didactica; Vol. 15 Núm. 3 (2023); 127-146 Indagatio Didactica; Vol. 15 No 3 (2023); 127-146 Indagatio Didactica; vol. 15 n.º 3 (2023); 127-146 1647-3582 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) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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