Grammar and literacy in the Portuguese as an Additional Language teaching and learning

Authors

  • Meire Celedônio da Silva Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte/Universidade Federal do Ceará

DOI:

https://doi.org/10.15448/2178-3640.2019.1.33176

Keywords:

Literacy, Grammar, Learning, Teaching.

Abstract

The teaching of Portuguese as an Additional Language (PLA) has gained prominence in the internationalization activities of Brazilian universities, especially public ones. This study specifically addresses the context of the Federal University of Ceará (UFC). In the course offered by the Vernacular Letters Department, the students read and produce texts which are primarily academic textual genres. Thus, the goal of this study is to consider the role of teaching and learning grammar in the expansion of the literacy of PLA students. The theoretical approach used here is the Socio-discursive Interactionism and the language didactics theory. We also consider the theoretical discussions of Bulea (2015) on grammar education. Based on these considerations, it is shown that teaching PLA from an interactionist perspective while taking the teaching of grammar into account contributes significantly to increasing academic literacy.

Downloads

Download data is not yet available.

References

Bork, A. V. B. & Cristovão, V. L. L. (2016). Modelo didático do gênero biodata: Subsídio para a escrita acadêmica em língua inglesa. In S. Souza & A. Sobral (Orgs.), Gêneros, entre o texto e o discurso (pp. 243-262). Campinas: Mercado de Letras.

Bronckart, J. P. (2012). Atividade de linguagem, textos e discursos: Por um interacionismo sociodiscursivo (2. ed.). São Paulo: EDUC.

https://doi.org/10.18309/anp.v1i8.359

Bulea, E. B. (2015). Didactique de la grammaire: Une introduction illustrée. Genève: Université de Genève.

Coseriu, E. (1982). O homem e sua linguagem. Rio de Janeiro: Presença.

Coutinho, M. A. (2012). Dos gêneros de texto à gramática. Delta, 28(1), 27-50.

Recuperado de http://www.scielo.br/pdf/delta/v28n1/v28n1a02.pdf.

https://doi.org/10.1590/s0102-44502012000100002

Coutinho, M. A. (2004). Sobre organizadores textuais. Gramática Textual do Português.

Recuperado de: http://www.fcsh.unl.pt/cadeiras/texto/Sobre%20OTs.pdf

Gagnon, R., Érard, S., & Laenzlinger, C. (2017). Valeurss et usages du temps et de l’aspect dans les Productions écrites. Pistes pour traiter em formation um phénomène grammmatical complexe. In E. B. Bronckart & R. Gagnon (Dir.), Former à l’enseinement de la grammaire. Lille: Presses Universitaires du Septentrion.

https://doi.org/10.4000/books.septentrion.15126

Lea, M. R. & Street, B. V. (1998). The “academic literacies” model: Theory and applications. Theory Into Practice, 45(4), 368-377.

Leurquin, E. V. L. F. (2014). O espaço da leitura e da escrita em situação de ensino e de aprendizagem de português língua estrangeira. Eutomia, 1(14), 167-186.

https://doi.org/10.26512/rhla.v11i1.1175

Machado, A. R. & Bronckart, J. P. (2009). (Re-) configurações do trabalho do professor construídas nos e pelos textos: A perspectiva metodológica do Grupo ALTER-LAEL. In A. R. Machado, Linguagem e educação: O trabalho do professor em uma nova perspectiva (pp. 31-78). Campinas: Mercado de Letras.

https://doi.org/10.11606/issn.1981-0490.v16ispe1p35-46

Schneuwly, B. & Dolz, J. (2004). Gêneros orais e escritos na escola. Campinas: Mercado de Letras.

Schneuwly, B., Rosat, M. C., & Dolz, J. (1989). Les organisateurs textuels dans quatre types de textes écrits. Etude chez des élèves de 10, 12 et 14 ans. Langue Française, 81, 40-58.

Recuperado de https://www.persee.fr/doc/lfr_0023-8368_1989_num_81_1_4768.

https://doi.org/10.3406/lfr.1989.4768

Silva, M. C. (2015). Os mecanismos de coesão nominal em produções escritas em português língua estrangeira (Dissertação de Mestrado). Universidade Federal do Ceará, Fortaleza.

https://doi.org/10.24849/j.geot.2015.135.08

Street, B. (1984). Literacy in theory and practice. Cambridge: Cambridge University Press.

Street, B. (2014). Letramentos sociais: Abordagens críticas do letramento no desenvolvimento, na etnografia e na educação. São Paulo: Parábola Editorial.

https://doi.org/10.22168/2237-6321.6.6.2.391-395

Street, B. & Castanheira, M. L. (2014). Práticas e eventos de letramento. In Glossário Ceale: Termos de alfabetização, leitura e escrita para educadores (p. 14). Belo Horizonte: Faculdade de Educação da UFMG.

Downloads

Published

2019-08-01

How to Cite

da Silva, M. C. (2019). Grammar and literacy in the Portuguese as an Additional Language teaching and learning. BELT - Brazilian English Language Teaching Journal, 10(1), e33176. https://doi.org/10.15448/2178-3640.2019.1.33176

Issue

Vol. 10 No. 1 (2019)

Section

Article

License

Copyright (c) 2019 BELT - Brazilian English Language Teaching Journal

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright

The submission of originals to BELT - Brazilian English Language Teaching Journal implies the transfer by the authors of the right for publication. Authors retain copyright and grant the journal right of first publication. If the authors wish to include the same data into another publication, they must cite BELT - Brazilian English Language Teaching Journal as the site of original publication.

Creative Commons License

Except where otherwise specified, material published in this journal is licensed under a Creative Commons Attribution 4.0 International license, which allows unrestricted use, distribution and reproduction in any medium, provided the original publication is correctly cited.