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- 저자 : Thamis Larissa Silveira (검색결과 2 건)
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( Alexandre Ferreira Martins ),( Thamis Larissa Silveira ) 한국포르투갈-브라질학회 2024 포르투갈-브라질 연구 Vol.21 No.1
This study addresses the interaction in Portuguese as an Additional Language (PAL) instructional materials developed in South Korea for beginner learners at the A1 level of the Common European Framework of Reference for Languages (CEFR), drawing on Bakhtinian assumptions (Bakhtin, 1984; Bakhtine/Volochinov, 1977; Medvedev, 2008) applied to teaching. The two focal materials are the Material Didático Padronizado: Português A1 (포르투갈․브라질어 교재 A1) and Conversando em Português: Básico 1 - A1, both produced with state support from the Critical Language Education Promotion initiative. The analysis conducted focuses on three main aspects: i) identifying explicit or implicit theoreticalmethodological approaches in the manuals, ii) evaluating how exercises, activities, and tasks in the didactic units of these manuals either promote or limit interaction in the classroom, and iii) comparing how interaction occurs in these instructional materials. The examined manuals exhibit similarities in both addressed themes and teaching objectives. Regarding didactic-pedagogical proposals, the interaction is oriented towards the teaching and learning of language grammatical structures. Concerning the communication of statements from the material to PAL students, we observe that access to the Portuguese language is mediated in various ways: through more frequent use of the Korean language, Portuguese language, or both, varying between materials and occasionally between didactic units of the same material.
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Alexandre Ferreira Martins,Thamis Larissa Silveira 부산외국어대학교 중남미지역원 2023 이베로아메리카 Vol.25 No.2
This text addresses the educational design(Bulla 2014) of Descomplicando o Celpe-Bras, an online course developed for the Guimaraes Rosa Institute. Over a period of more than twenty years, the Celpe-Bras has played a significant role as an instrument of language policy in the field of Portuguese as an additional language(PLA), influencing both educational processes and the agents involved in them(Ye 2009). The design of this course is based on the notion of speech genres(Bakhtin 1984), a theoretical assumption of the examination itself. First, we present the Celpe-Bras and its theoretical foundations. Subsequently, we demonstrate the course design, explaining the application of theoretical assumptions through the analysis of two of the fifteen lessons. The course proves to be an important tool for those who need to become familiar with its Bakhtinian theoretical construct through the examination.
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