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Centre for English, Translation, and Anglo-Portuguese Studies
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Precisamos de falar sobre a língua
Publication . Neves, Marco; Centro de Estudos Ingleses de Tradução e Anglo-portugueses (CETAPS); Universidade Federal do Rio de Janeiro (UFRJ)
Picturebooks as vehicles
Publication . Mourão, Sandie; Valente, David; Centro de Estudos Ingleses de Tradução e Anglo-portugueses (CETAPS)
Picturebooks have long been positioned as vehicles to support teachers and their learners to explore compelling and challenging themes in early English language education and more recently to support the development of intercultural and citizenship education. This article reports on the materials development phase of a professional development course which formed part of an Erasmus+ project. Its main goal was to enable teacher-participants to confidently plan for, manage and assess intercultural citizenship education through picturebooks in early ELT and to successfully co-create a set of pedagogical materials. Based on a reflective practice approach, we highlight how the professional development course incorporated the applied science, craft and reflective model over two course iterations to support a collaborative picturebook-based materials writing process. An evaluation of the draft materials was undertaken to assess the strengths and weaknesses of teaching and learning sequences for intercultural awareness and citizenship, and to inform and shape two subsequent course iterations. We conclude this paper with reflections on how we addressed certain challenges that we encountered to support teacher-participants to craft materials around picturebooks for intercultural citizenship education.
Systems of exchange
Publication . Bennett, Karen; Departamento de Línguas, Culturas e Literaturas Modernas (DLCLM); Centro de Estudos Ingleses de Tradução e Anglo-portugueses (CETAPS); Faculdade de Letras da Universidade do Porto
It is no coincidence that Marx, in the Grundrisse, spoke of money as a system of translation, while Saussure, in his Cours de linguistique générale, describes translation in terms taken from the political economy (Liu, 1999). Both are systems of exchange based on a concept of universal equivalence in which the exchange value attributed to the token (the coin or verbal sign) is unrelated to the inherent value of the material carrier. This has not always been the case, of course. Historically, coins and then paper money developed from the use as currency of intrinsically valuable commodities such as gold, while in semiotics, the conventional symbol evolved out of the motivated sign or icon. This paper traces the rise and demise of the universal equivalent in both translation and economics, and discusses the implications of the move back to an embedded and embodied understanding of meaning/value, with particularly attention to the ecological framework proposed by Michael Cronin (2017).
Now you’re talking!
Publication . Leslie, Carolyn E.; Departamento de Línguas, Culturas e Literaturas Modernas (DLCLM); Centro de Estudos Ingleses de Tradução e Anglo-portugueses (CETAPS); Universidade do Porto, Faculdade de Letras
Although teachers may be reticent to encourage children in primary education to talk to their partners for fear of losing control in the classroom, oral interaction has been proven to be essential in teaching learners how to interact and use the language. This study illustrates how oral interaction activities with learners in a Grade 4 primary English classroom in an English as a foreign language classroom in Portugal were able to support each other’s language production. A total of 18 preA1 learners were recorded taking part in a spot-the-difference information gap activity. Recordings were transcribed and analysed qualitatively for learning opportunities. Results show that more able learners were able to scaffold their less-able peers, that learners listened to their partners and responded appropriately and were on task. In addition they supplied each other with vocabulary, co-constructed utterances and modelled language. In spite of the occasional use of L1 principally for social interaction and to manage the task, the task itself was carried out in the target language. The paper finishes by discussing implications for the classroom, such as which tasks can be used, how learners can be paired, how the classroom can be managed and how assessment can be conducted.
Particular Ways of Seeing
Publication . Martins, Isabel Oliveira; Secção de Estudos Ingleses e Norte-Americanos (SEINA); Centro de Estudos Ingleses de Tradução e Anglo-portugueses (CETAPS); CETAPS
This article aims to analyze two female British travellers’ perspectives on Portugal, having as its main objective the discussion of whether those female travelers might present different perspectives from their British male counterparts, thus avoiding prejudiced views as was usual in British male travel writing about Portugal
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Entidade financiadora
Fundação para a Ciência e a Tecnologia
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6817 - DCRRNI ID
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UIDB/04097/2020