This book showcases the breadth of research-informed pedagogical approaches for Portuguese as an Additional/Foreign Language (PAL/PFL) carried out on topics ranging from the development of specific skills in PAL, to language awareness in PAL and innovative pedagogical approaches in PAL, involving new and experimental methodologies.
Cristina Becker Lopes Perna is full professor at Pontificia Universidade Catolica do Rio Grande do Sul and editor-in-chief of Belt Journal. Michele Saraiva Carilo is coordinator for the Portuguese Language Program, lecturer in Portuguese, and associate faculty with the Center for Latin American Studies at the Ohio State University.
Part 1: Development of Specific Skills in Portuguese as an Additional Language Chapter 1. Portuguese as a Welcoming Language and the Challenges of Writing: the Case of the Brazilian Exam to Access Higher Education (ENEM) Chapter 2. Teaching Portuguese as a Welcoming Language for Haitians: What Choices Can We Make? Chapter 3. Developing Grammar Skills: Perceptions of Heritage Learners of Portuguese in a Third-year University Course Chapter 4. Developing Writing Skills in an Intercultural Communicative Approach in Portuguese as a Foreign Language Chapter 5. Online Teacher Education in Portuguese as an Additional Language: Development and Enactment of a Comprehensive Curriculum for a Postgraduate Program Part 2: Development of Language Awareness in Portuguese as an Additional Language Chapter 6. Language Variation and Change in Portuguese as a Foreign Language Chapter 7. Leveraging Learners' Multilingualism in the Portuguese Classroom Chapter 8. Complex Dynamic Systems Theory and the Teaching of Portuguese as a Pluricentric Language: Emerging Practices and Identities Chapter 9. Metaphor Awareness Raising in Additional Language: Comprehension and Teaching Issues Part 3: Development of Innovative Pedagogical Approached in Portuguese as an Additional Language Chapter 10. A Game-changer: Open Educational Resources (OERs) in the Teaching of Portuguese Chapter 11. Promoting Linguistic Citizenship in Classroom with the Interactional Sociolinguistics Approach Chapter 12. Teaching Portuguese with Intent: Project-based Learning in the Creation of a Wikipedia Page Chapter 13. Project-Based Language Learning in Online Environments: Fostering Intercultural Competence through Telecollaborative Projects Chapter 14. From Comparative/Contrastive Methods to Critical and Intercultural Pedagogies: A New Approach to Portuguese for Spanish Speakers in a Higher Education Context
