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Promoção da consciência para a variação linguística nas aulas de língua materna e estrangeira
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O presente trabalho relata e reflete sobre a Prática de Ensino Supervisionada (PES) de Português e de Inglês desenvolvida no ano letivo 2021/2022. Este percurso partiu da hipótese de que a promoção da consciência para a variação linguística nas aulas de português língua materna e inglês língua estrangeira contribuiria para atitudes linguísticas mais positivas por parte dos alunos. Procedeu-se a uma intervenção didática assente na exposição a diferentes variedades linguísticas, tendo sido adotados, sempre que possível, modelos permissores de uma observação contrastiva das variedades trabalhadas. Como forma de avaliar a eficácia da intervenção, foram comparadas as respostas dos alunos a um questionário sobre variação linguística antes e depois da fase de lecionação. Os resultados a estes questionários, a par com dados qualitativos recolhidos nas fases de observação e lecionação das aulas, parecem indicar que o trabalho sobre variação linguística em sala de aula contribui para atitudes linguísticas mais positivas por parte dos alunos, bem como para a sua motivação.
The following work reports and reflects upon a Supervised Teaching Practice carried out throughout the 2021/2022 school year. This path was built on the hypothesis that promoting consciousness of language variation in Portuguese as a first language and English as a foreign language classrooms would contribute to more positive language attitudes on the students’ part. A didactic intervention based on the exposure to different language varieties was developed, in which methods permeable to a contrastive observation of these varieties were privileged. In order to evaluate the effectiveness of the intervention, students’ answers to a questionnaire on language variation collected both before and after the intervention were compared. These results, paired with qualitative data gathered throughout the observation and teaching phases, suggest that teaching language variation contributes to more positive language attitudes on the students’ part, and to their motivation towards the subjects.
The following work reports and reflects upon a Supervised Teaching Practice carried out throughout the 2021/2022 school year. This path was built on the hypothesis that promoting consciousness of language variation in Portuguese as a first language and English as a foreign language classrooms would contribute to more positive language attitudes on the students’ part. A didactic intervention based on the exposure to different language varieties was developed, in which methods permeable to a contrastive observation of these varieties were privileged. In order to evaluate the effectiveness of the intervention, students’ answers to a questionnaire on language variation collected both before and after the intervention were compared. These results, paired with qualitative data gathered throughout the observation and teaching phases, suggest that teaching language variation contributes to more positive language attitudes on the students’ part, and to their motivation towards the subjects.
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Variação linguística Ideologias e atitudes linguísticas Linguística educacional Global Englishes Laboratório Gramatical Language variation Language ideologies and attitudes Educational linguistics Grammar Lab