Mónica Lourenço
Biographic Data
| ID | 6458130 |
|---|---|
| NAME | Mónica Lourenço |
| GIVEN NAMES | Mónica |
| FAMILY NAME | Lourenço |
| SIGNATURE | LOURENÇO M |
| AFFILIATIONS | University of Aveiro |
| ORCID | 0000-0002-8124-2452 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 15 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Moments That Matter
Over the past decade, research on additional language (AL) learning in pre‐primary education has increased considerably. For instance, a recent review by Nikolov and Mihaljević Djigunović (2023) examined 74 studies across 25 countries, highlighting the need for high‐quality research with young learners to inform educational policies and curricula. A particular point of criticism has been that many studies utilize methods and approaches derived fr…
Linguistic Landscapes as a Pedagogical Tool to Promote Global Citizenship Skills
In response to the dynamic challenges of our world, the field of Applied Linguistics is experiencing significant shifts towards research that prioritizes praxis-oriented scholarly engagement, focusing on reflexive action to bring about transformative change. In line with these shifts, this chapter advocates for integrating Linguistic Landscapes (LLs) into education to develop competencies aligned with global citizenship, namely critical thinking …
Fostering Critical Multilingual Language Awareness through Linguistic Landscapes
This paper presents a qualitative case study involving English language student teachers (STs) in Portugal, who participated in a program integrating Linguistic Landscapes (LLs) as a pedagogical tool. The study investigates how engaging with LLs supported the development of STs’ Critical Multilingual Language Awareness. Data were collected from whole-class discussions, written reflections and student-produced materials, and analyzed using content…
Teacher education for global competence in the ‘post-global’ era
Service Learning for Linguistic and Cultural Diversity in Higher Education
Service learning, an educational methodology that intertwines community service with academic instruction, is garnering growing recognition within higher education due to its potential to enrich both research and outreach efforts. By integrating service learning into the curriculum, higher education institutions (HEIs) can bridge the gap between research and praxis, effectively bringing research findings to local communities and influencing on-th…
Formação de professores “corajosa” para a cidadania global
A educação para a cidadania global tornou-se uma das prioridades educativas do século XXI. Porém, a investigação sugere que os professores ainda não a integram nas suas práticas de forma sistemática. Este artigo relata um estudo qualitativo de casos múltiplos desenvolvido com sete formadores de professores e quatro professores em formação numa universidade portuguesa. O estudo visa analisar e comparar o impacto de dois programas de formação nas c…
Sustainability Competencies in Higher Education Research
Educational research has been highlighting the importance of defining key competencies and learning outcomes related to education for sustainability as a reference for the transparent evaluation of students’ learning in this domain. Drawing on a reference framework that identifies five key competencies in sustainability (i.e., systems-thinking competency, anticipatory competency, normative competency, strategic competency, and interpersonal compe…
From Caterpillars to Butterflies
Global citizenship education (GCE), which aims to empower learners to become proactive contributors to a more sustainable world, has recently emerged as one of the educational priorities of the 21st century. However, according to recent research, GCE is not yet embedded in teachers’ practice in a systematic manner, remaining an optional choice for willing and able teachers. Within this framework, this paper reports on a multiple case study conduc…
Global citizenship education in primary school
In this study it is investigated whether, to what extent, and how the education policy documents of Portugal and Spain aimed at the first years of schooling are responding to international calls to educate critical and responsible citizens. To do this, a qualitative methodology was adopted in the analysis of the documents that regulate the six to ten years old curricula in both countries. Data was analysed using content analysis, with categories …
Unveiling ‘European’ and ‘International’ Researcher Identities
The significance of ‘identity’ in doctoral studies is widely acknowledged. Nevertheless, despite much research on what is involved in the process of identification with/as a researcher, very little attention has been devoted to understanding the effects of the internationalization of higher education in promoting feelings of belonging to a researcher community that goes beyond the national space. This qualitative case study aims to understand whe…
Global, international and intercultural education
Internationalizing teacher education curricula
Purpose The purpose of this study is to understand the impact of a collaborative workshop, aimed to support teacher educators in embedding a “global outlook” in the curriculum on their perceived professional development. Design/methodology/approach The workshop included working sessions, during a period of 13 months, and was structured as participatory action research, according to which volunteer academics designed, developed and evaluated globa…
Teachers’ voices on language awareness in pre-primary and primary school settings
This paper shares the voices of six teachers regarding two language awareness projects carried out in one pre-primary and one primary school in Portugal. These projects present innovative practices in teaching young and very young learners to reflect upon language and linguistic diversity and to become aware of world issues (e.g. poverty, discrimination and climate changes). Based upon interviews conducted with the teachers after the staging of t…
Promoting phonological awareness in pre-primary education
This article aims at evaluating and understanding the effects of an awakening to languages (AtL) programme, carried out with a group of 21 Portuguese children aged three to six, in the development of phonological awareness (PA). Using mixed-methods research, data was gathered from video recordings of seven AtL sessions and PA tests for an experimental and a control group. Post-test results reveal that the experimental group increased their PA sig…
Global, international and intercultural education
Global citizenship education in primary school
In this study it is investigated whether, to what extent, and how the education policy documents of Portugal and Spain aimed at the first years of schooling are responding to international calls to educate critical and responsible citizens. To do this, a qualitative methodology was adopted in the analysis of the documents that regulate the six to ten years old curricula in both countries. Data was analysed using content analysis, with categories …
Teachers’ voices on language awareness in pre-primary and primary school settings
This paper shares the voices of six teachers regarding two language awareness projects carried out in one pre-primary and one primary school in Portugal. These projects present innovative practices in teaching young and very young learners to reflect upon language and linguistic diversity and to become aware of world issues (e.g. poverty, discrimination and climate changes). Based upon interviews conducted with the teachers after the staging of t…
Teacher education for global competence in the ‘post-global’ era
Internationalizing teacher education curricula
Purpose The purpose of this study is to understand the impact of a collaborative workshop, aimed to support teacher educators in embedding a “global outlook” in the curriculum on their perceived professional development. Design/methodology/approach The workshop included working sessions, during a period of 13 months, and was structured as participatory action research, according to which volunteer academics designed, developed and evaluated globa…
Promoting phonological awareness in pre-primary education
This article aims at evaluating and understanding the effects of an awakening to languages (AtL) programme, carried out with a group of 21 Portuguese children aged three to six, in the development of phonological awareness (PA). Using mixed-methods research, data was gathered from video recordings of seven AtL sessions and PA tests for an experimental and a control group. Post-test results reveal that the experimental group increased their PA sig…
Teachers’ voices on language awareness in pre-primary and primary school settings
This paper shares the voices of six teachers regarding two language awareness projects carried out in one pre-primary and one primary school in Portugal. These projects present innovative practices in teaching young and very young learners to reflect upon language and linguistic diversity and to become aware of world issues (e.g. poverty, discrimination and climate changes). Based upon interviews conducted with the teachers after the staging of t…
Global, international and intercultural education
Internationalizing teacher education curricula
Purpose The purpose of this study is to understand the impact of a collaborative workshop, aimed to support teacher educators in embedding a “global outlook” in the curriculum on their perceived professional development. Design/methodology/approach The workshop included working sessions, during a period of 13 months, and was structured as participatory action research, according to which volunteer academics designed, developed and evaluated globa…
Unveiling ‘European’ and ‘International’ Researcher Identities
The significance of ‘identity’ in doctoral studies is widely acknowledged. Nevertheless, despite much research on what is involved in the process of identification with/as a researcher, very little attention has been devoted to understanding the effects of the internationalization of higher education in promoting feelings of belonging to a researcher community that goes beyond the national space. This qualitative case study aims to understand whe…
From Caterpillars to Butterflies
Global citizenship education (GCE), which aims to empower learners to become proactive contributors to a more sustainable world, has recently emerged as one of the educational priorities of the 21st century. However, according to recent research, GCE is not yet embedded in teachers’ practice in a systematic manner, remaining an optional choice for willing and able teachers. Within this framework, this paper reports on a multiple case study conduc…
Global citizenship education in primary school
In this study it is investigated whether, to what extent, and how the education policy documents of Portugal and Spain aimed at the first years of schooling are responding to international calls to educate critical and responsible citizens. To do this, a qualitative methodology was adopted in the analysis of the documents that regulate the six to ten years old curricula in both countries. Data was analysed using content analysis, with categories …
Sustainability Competencies in Higher Education Research
Educational research has been highlighting the importance of defining key competencies and learning outcomes related to education for sustainability as a reference for the transparent evaluation of students’ learning in this domain. Drawing on a reference framework that identifies five key competencies in sustainability (i.e., systems-thinking competency, anticipatory competency, normative competency, strategic competency, and interpersonal compe…
Service Learning for Linguistic and Cultural Diversity in Higher Education
Service learning, an educational methodology that intertwines community service with academic instruction, is garnering growing recognition within higher education due to its potential to enrich both research and outreach efforts. By integrating service learning into the curriculum, higher education institutions (HEIs) can bridge the gap between research and praxis, effectively bringing research findings to local communities and influencing on-th…
Formação de professores “corajosa” para a cidadania global
A educação para a cidadania global tornou-se uma das prioridades educativas do século XXI. Porém, a investigação sugere que os professores ainda não a integram nas suas práticas de forma sistemática. Este artigo relata um estudo qualitativo de casos múltiplos desenvolvido com sete formadores de professores e quatro professores em formação numa universidade portuguesa. O estudo visa analisar e comparar o impacto de dois programas de formação nas c…
Linguistic Landscapes as a Pedagogical Tool to Promote Global Citizenship Skills
In response to the dynamic challenges of our world, the field of Applied Linguistics is experiencing significant shifts towards research that prioritizes praxis-oriented scholarly engagement, focusing on reflexive action to bring about transformative change. In line with these shifts, this chapter advocates for integrating Linguistic Landscapes (LLs) into education to develop competencies aligned with global citizenship, namely critical thinking …
Fostering Critical Multilingual Language Awareness through Linguistic Landscapes
This paper presents a qualitative case study involving English language student teachers (STs) in Portugal, who participated in a program integrating Linguistic Landscapes (LLs) as a pedagogical tool. The study investigates how engaging with LLs supported the development of STs’ Critical Multilingual Language Awareness. Data were collected from whole-class discussions, written reflections and student-produced materials, and analyzed using content…
Teacher education for global competence in the ‘post-global’ era
Moments That Matter
Over the past decade, research on additional language (AL) learning in pre‐primary education has increased considerably. For instance, a recent review by Nikolov and Mihaljević Djigunović (2023) examined 74 studies across 25 countries, highlighting the need for high‐quality research with young learners to inform educational policies and curricula. A particular point of criticism has been that many studies utilize methods and approaches derived fr…
Pedagogy (11 works) · Political science (11 works) · Sociology (11 works) · Global Education and Multiculturalism (7 works) · Psychology (7 works) · Curriculum (6 works) · Computer Science (4 works) · EFL/ESL Teaching and Learning (4 works) · Higher education (4 works) · Qualitative research (4 works)