A political-linguistic history of task in the Portuguese as an Additional Language teaching

다국어 초록 (Multilingual Abstract)

Since the 1980s, Portugal and Brazil have played an important role in spreading the Portuguese language abroad. According to Schoffen and Martins (2016), both countries reflect particular views of teaching, learning and assessment in Portuguese in their language policies. Throughout this work, we investigated the Task-based Language Teaching approach regarding the teaching perspectives presented in official documents and academic research, in order not only to elucidate the existing differences, but also to seek the dialogue among these educational policies for the teaching of Portuguese as an Additional Language (PAL). On the one hand, we investigated the Common European Framework of Reference for Languages - CEFR (2011), given its transnational impact in a European and non-European context; on the other hand, we contemplate the Framework of Reference for Portuguese Teaching Abroad - QuaREPE (Portugal, 2011a), which was released in 2009, and the PLE Camões Framework , published in 2017. In both cases, these are national proposals for the internationalization of Portuguese that reflect the guidelines established by the CEFR. In the second part of this work, we dealt with the contemporary history of the development of the PAL area in Brazil, in its connection with three elements: (i) the teaching of other additional languages, (ii) the appearance of the Certificate of Proficiency in Portuguese for Foreigners (Celpe-Bras), and (iii) Bakhtin Circle readings impact on Applied Linguistics in Brazil. Both immersed in the actional approach proposed by the CEFR – whose influence crosses Portuguese curricular guidelines –, and interpreted in Brazil, influenced by Celpe-Bras exam and research on the teaching of additional languages, the concept of tasks seems to be the gravitational center of current teaching concepts both in the European and Brazilian contexts.