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Análise da Pedagogia Orientada para a Ação e Aplicação ao Ensino do Português como Língua Segunda e Estrangeira (PLSE) na China
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Desde que o primeiro currículo de língua portuguesa foi lançado em 1960, 59
universidades, incluindo a Região Administrativa Especial de Macau têm curso de
língua portuguesa, e algumas escolas primárias e secundárias de Macau têm oferecido
simultaneamente cursos de língua portuguesa. Com a iniciativa "Uma Faixa, Uma Rota"
a impulsionar a procura do multilinguismo, a cooperação multilateral e a cooperação
China-África para promover o desenvolvimento da cooperação comercial e cultural
entre a China e os países de língua portuguesa, aumentou a procura de talentos nos
mercados dos países de língua portuguesa em África e na América Latina nos últimos
anos. A língua portuguesa, conhecida como uma das " línguas pouco utilizadas de ouro"1
,
tem registado uma tendência de desenvolvimento crescente e a situação do emprego é
muito boa. No entanto, neste contexto, como tornar os alunos como o corpo principal
para melhorar as qualidades da capacidade de aprendizagem, linguística, de
comunicação, no ensino de PLE e PL2, é o principal desafio para os professores de
português. Neste trabalho, revendo os resultados da investigação de Puren (2002) e de
outros linguistas ocidentais sobre a teoria do ensino e da aprendizagem de línguas
orientada para a ação, e adoptando uma metodologia de investigação-ação (Burns,
2010), seguimos as etapas de planeamento, ação, observação e reflexão para explorar
uma pedagogia adequada aos alunos chineses, a fim de responder à questão acima
referida.
Since the first Portuguese language curriculum was launched in 1960, 59 universities, including the Macau Special Administrative Region, have offered Portuguese language courses, and some primary and secondary schools in Macau have simultaneously offered Portuguese language courses. With the "One Belt, One Road" initiative boosting the demand for multilingualism, multilateral cooperation and China-Africa cooperation promoting the development of trade and cultural cooperation between China and Portuguese-speaking countries, the demand for talent in the markets of Portuguesespeaking countries in Africa and Latin America, in recent years, the Portuguese language, known as the "little-used languages of gold", has seen an upward development trend, and the employment situation is very good. However, in this context, how to take students as the main body to improve the learning, linguistic and communication abilities in the teaching of PLE and PL2, has become a challenge for Portuguese teachers. In this paper, reviewing the research findings of Puren (2002) and other Western linguists on the theory of action-oriented language teaching and learning, and adopting an action research methodology (Burns, 2010), we followed the steps of planning, action, observation and reflection to explore an action-oriented teaching method of Portuguese suitable for Chinese learners in order to answer the above question.
Since the first Portuguese language curriculum was launched in 1960, 59 universities, including the Macau Special Administrative Region, have offered Portuguese language courses, and some primary and secondary schools in Macau have simultaneously offered Portuguese language courses. With the "One Belt, One Road" initiative boosting the demand for multilingualism, multilateral cooperation and China-Africa cooperation promoting the development of trade and cultural cooperation between China and Portuguese-speaking countries, the demand for talent in the markets of Portuguesespeaking countries in Africa and Latin America, in recent years, the Portuguese language, known as the "little-used languages of gold", has seen an upward development trend, and the employment situation is very good. However, in this context, how to take students as the main body to improve the learning, linguistic and communication abilities in the teaching of PLE and PL2, has become a challenge for Portuguese teachers. In this paper, reviewing the research findings of Puren (2002) and other Western linguists on the theory of action-oriented language teaching and learning, and adopting an action research methodology (Burns, 2010), we followed the steps of planning, action, observation and reflection to explore an action-oriented teaching method of Portuguese suitable for Chinese learners in order to answer the above question.
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Desenho instrucional Instructional design Língua Segunda Second Language Língua Estrangeira Foreign Language Pedagogia orientada para a ação Action-oriented Pedagogy