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 Pontifícia Universidade Católica do Rio Grande do Sul and editor-in-chief of Belt Journal.
Michele Saraiva Carilo is teacher fellow in language education with Moray House School of Education and Sports at the University of Edinburgh and co-editor of Belt Journal.
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
Promoting research, teaching, and learning, Portuguese as an Additional Language (PAL): Research-informed Pedagogical Approaches is full of important information for teachers and researchers of Portuguese as an Additional Language. Its fourteen chapters, which include practical classroom examples and case studies alongside with more theoretical articles, will surely be interesting and useful for those working in the field.