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Ensino do Português Língua de Acolhimento nos anos 2020 a 2023
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No presente trabalho, investigamos o ensino do português enquanto Língua de
Acolhimento, em Portugal, entre os anos de 2020 e 2023. Para esse efeito, tornou-se
necessária a clarificação conceptual de certas noções associadas ao ensino das línguas.
Entre estas, está a de acolhimento, cuja evolução, função e motivações de aprendizagem
procuramos rastrear, para alcançar um conjunto de diferenciações linguísticas
importantes: a de Língua de Acolhimento em si, que está relacionada com essa primeira
noção, e outras com as quais se vai cruzar, ao longo da reflexão crítica sobre o ensino da
língua, como Língua não Materna (e materna, para maior esclarecimento), Língua
Estrangeira, Língua Estrangeira 1, Língua Estrangeira 2, como conceitos derivados, que
mais particularmente dizem respeito à nossa reflexão, a par de Língua de Herança.
Porque o ensino do Português como Língua de Acolhimento é o nosso foco de
interesse, observamos a sua evolução legislativa, locais de aprendizagem e,
pormenorizadamente, a forma como a sua aprendizagem é realizada (como se aprende, o
contexto mais favorável a tal aprendizagem). Complementarmente, foi útil conhecer
como foi realizada a implementação de PLA em Portugal, desde as pessoas encarregues
de ministrar tal ensino, as suas habilitações, até à questão dos formandos, a sua avaliação
e a fiscalização geral desse ensino no nosso território, comunicando ainda os recursos
utilizados para levar a cabo a sua lecionação: manuais, recursos digitais, regime de
frequência de aulas síncrono ou assíncrono. Com a sequência atribuída à nossa
investigação, demos a conhecer, numa perspetiva evolutiva, mas delimitada no tempo, a
conceptualização, evolução e prática pedagógica do ensino-aprendizagem de PLA no
nosso país.
Our dissertation is about the teaching of Portuguese as a Host Language, in Portugal, between the years 2020-2023. To this end, it became necessary to conceptually clarify certain notions associated with language teaching. Among these notions is that of hosting, Hosting Language itself, and others with which it inevitably intersects, throughout all critical reflections on this matter, namely: Non-Native Language (and Native Language, for greater clarification), Foreign Language 1, Foreign Language 2, both derivative concepts, which are, particularly, implicated in our reflection, as well as that of Heritage Language. Because the teaching of the Portuguese language as a Hosting Language is our focus, we tracked its legislative evolution, places of learning, looking into the way in which its specifics is carried out in our country (how it is learned and which context most favoursits development). In addition, we reviewed how the process of the implementation of PHL was carried out in Portugal, paying attention to the professionals who provide such a service, their qualifications, and also the specifics of its trainees, their evaluation process and the general supervision of this kind of teaching in our country, also looking into the resources put in place to carry it out: manual and digital resources, synchronous and asynchronous types of classes. Our research aligns with an evolutionary perspective, even if limited in time, and touching on conceptualization and pedagogical practices and learning means of PHL in Portugal.
Our dissertation is about the teaching of Portuguese as a Host Language, in Portugal, between the years 2020-2023. To this end, it became necessary to conceptually clarify certain notions associated with language teaching. Among these notions is that of hosting, Hosting Language itself, and others with which it inevitably intersects, throughout all critical reflections on this matter, namely: Non-Native Language (and Native Language, for greater clarification), Foreign Language 1, Foreign Language 2, both derivative concepts, which are, particularly, implicated in our reflection, as well as that of Heritage Language. Because the teaching of the Portuguese language as a Hosting Language is our focus, we tracked its legislative evolution, places of learning, looking into the way in which its specifics is carried out in our country (how it is learned and which context most favoursits development). In addition, we reviewed how the process of the implementation of PHL was carried out in Portugal, paying attention to the professionals who provide such a service, their qualifications, and also the specifics of its trainees, their evaluation process and the general supervision of this kind of teaching in our country, also looking into the resources put in place to carry it out: manual and digital resources, synchronous and asynchronous types of classes. Our research aligns with an evolutionary perspective, even if limited in time, and touching on conceptualization and pedagogical practices and learning means of PHL in Portugal.
Descrição
Palavras-chave
Ensino PLA Portugal Conceito Implementação Aprendizagem Recursos Teaching PHL Concept Implementation Learning Resources