Portuguese as an Additional Language within the context of Exchange Programme for Undergraduate Students

A proposal for theoretical and pedagogical shift

Bibliographic Data

ID16885482
AuthorsMichele Saraiva Carilo (0000-0002-2888-1415, The Ohio State University, corresponding author)
Year2021
Volume24
Issue2
Pages345-368
Publication date2021-03-29
Open AccessYes
TypeARTICLE
VenueRevista Linguagem & Ensino (JOURNAL)
Journal identifiersISSN: 1415-1928 • E-ISSN: 1983-2400
PublisherUniversidade Federal de Pelotas (PUBLISHER)
DOI10.15210/rle.v24i2.19262
OpenAlexW3165731299
LanguageEN
References cited18

This article investigates the processes of curriculum development and enactment for Portuguese as an Additional Language (PAL) courses within the context of Exchange Programme for Undergraduate Students (PEC-G). Nine PAL programme co-ordinators and ten PAL instructors participated in personalised in-depth semi-structured interviews which were guided by the research question: what shapes curriculum within the context of PAL for PEC-G? The findings revealed that the examination for the Certificate of Proficiency in Brazilian Portuguese (Celpe-Bras) had been serving as guidelines for curriculum development and/or enactment within the context of PAL for PEC-G students. While critically acknowledging the contributions of communicative-driven and task-based approaches to the additional language education field, critical and intercultural pedagogies are introduced as an alternative for a theoretical and pedagogical shift within the PAL field – especially for the purposes of curriculum development and enactment

Curriculum · Geography · Linguistics · Mathematics education · Pedagogy · Portuguese · Sociology · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching

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