FCSH: CETAPS - Artigos em revista internacional com arbitragem científica
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- Shuttling Communicative Competence to the 21st CenturyPublication . Correia, Rúben Constatino; Centro de Estudos Ingleses de Tradução e Anglo-portugueses (CETAPS); Asociacion Mexicana de Maestros de Ingles MEXTESOL A.CThis paper examines English’s linguistic imperialism and the resulting widespread use of the language among speakers of various linguistic backgrounds. It challenges the mistaken belief that native speakers (NS) are inherently better at speaking English simply due to their birthplace. Despite the growing number of non-native speakers (NNSs), English is still taught, learned, and marketed as if primarily used for communication with NSs, on account of being based on the concept of communicative competence and deeply rooted in native-speakerism. The paper argues that it is inappropriate to project this model to NNSs and advocates a redefinition of communicative competence, in favor of language proficiency and intelligibility. The purpose of this paper is to propose a new framework for assessing spoken mastery in social and pedagogical contexts, challenging traditional views on language ownership and teaching practices. The paper will explore the implications of this new approach and provide practical recommendations for practicing teachers.
- A música concertante no Real Mosteiro de São Bento da Avé-Maria do Porto entre os séculos XVIII e XIXPublication . Brescia, Rosana Marreco; Brescia, Marco; Centro de Estudos de Sociologia e Estética Musical (CESEM - NOVA FCSH)A música era um elemento fundamental para o funcionamento das instituições monástico-conventuais. No caso do Mosteiro de São Bento da Avé-Maria do Porto, o maior e mais importante mosteiro feminino da cidade, na transição entre os séculos XVIII e XIX, uma notável quantidade de obras em estilo concertante foi encomendada e interpretada por diversas monjas nas mais diversas celebrações litúrgicas. Após o encerramento definitivo do mosteiro em 1892, o seu espólio musical foi enviado à Biblioteca Nacional de Portugal, em cuja Seção de Música, atualmente, se conserva. O estudo deste significativo corpus musical permitiu-nos identificar não só os manuscritos indubitavelmente oriundos do mosteiro e os nomes das monjas intérpretes, como também as principais influências musicais presentes no repertório do antigo mosteiro. O presente artigo indaga acerca dos principais compositores, influências musicais, mecenas e intérpretes no antigo cenóbio beneditino feminino portuense.
- El viaje verticalPublication . Moriano Moriano, Beatriz; Departamento de Línguas, Culturas e Literaturas Modernas (DLCLM); Centro de Estudos Ingleses de Tradução e Anglo-portugueses (CETAPS)Con el presente artículo de intervención pedagógica exponemos los resultados de la aplicación de una propuesta didáctica que gira en torno a la enseñanza de aspectos culturales y pragmáticos relativos al universo de hablantes de español y portugués. En particular, abordamos imágenes de cortesía y descortesía que emergen en el aula de Español como Lengua Extranjera (ELE) a través de la interacción con un fragmento de la novela El viaje vertical de Enrique Vila-Matas (1999) por parte de un grupo de jóvenes universitarios de nivel B2 en la Faculdade de Ciências Sociais e Humanas de la Universidade Nova de Lisboa (Portugal). Tras una introducción sobre los objetivos, el marco teórico y el contexto de esta investigación empírica, presentamos la secuencia de actividades que sirven como base a la interacción con el texto literario en cuestión y analizamos los datos recogidos mediante registro audio siguiendo un paradigma de investigación basado en una metodología cualitativa de análisis de datos y teniendo en cuenta los presupuestos de un enfoque de lectura intercultural. Los resultados ponen de relieve el potencial de este texto para la didáctica de la (des)cortesía en la medida en que interpela a los lectores y provoca reflexión crítica sobre la emergencia de imágenes de las identidades nacionales y generacionales, y sobre el valor del silencio en la comunicación intercultural.
- The Influence of Teaching Songs with Text and a Neutral Syllable on 4-to-9-Year-Old Portuguese Children’s Vocal PerformancePublication . Pereira, Ana Isabel; Rodrigues, Helena; Centro de Estudos de Sociologia e Estética Musical (CESEM - NOVA FCSH); Departamento de Ciências Musicais (DCM); MDPI - Multidisciplinary Digital Publishing InstituteResearch on children’s singing development is extensive. Different ages, approaches, and variables have been taken into consideration. However, research on singing with text or a neutral syllable is scarce, and findings are inconclusive. This study investigated the influence of singing with text and a neutral syllable on children’s vocal performance. Children aged 4 to 9 (n = 135) participated in two periods of instruction and assessment. In Period One, Song 1 was taught with text and Song 2 with a neutral syllable, and in Period Two, the text was added to Song 2. In each period, children were individually audio-recorded singing both songs. Three independent raters scored the songs’ vocal performances using two researcher-designed rating scales, one for each song, which included the assessment of tonal and rhythm dimensions. Before data analysis, the validity and reliability of the rating scales used to assess vocal performance were examined and assured. The results revealed that 4-, 5-, and 7-year-olds sang Song 1 significantly better in Period One, and 4- and 5-year-olds sang Song 1 significantly better in Period Two. Thus, singing with text seems to favour younger children’s vocal performance. Findings also revealed that girls scored significantly higher than boys for Song 1 in both periods, but not for Song 2 in Period One. The implications of incorporating songs with text and neutral syllables into music programs, as well as the instruments used to assess vocal performances, are discussed.
- And There Is Hope on the RoadPublication . Carletto, Alice; Centro de Estudos Ingleses de Tradução e Anglo-portugueses (CETAPS)Jessica Bruder’s Nomadland: Surviving America in the Twenty-first Century (2017) and Chloé Zhao’s Nomadland (2020) display a contemporary phenomenon which is growing in America, especially in the most western states: people who “choose” the road and mobility as a way of life, thus becoming nomads. The aim of this paper is to reflect on the topic of the American road within this book and movie, on its real and mythical sides, and on issues of mobility. This will inevitably lead to consider the contemporary American West, here too in its real and mythical features. Bearing in mind the strong connection between the American road and the American West, Nomadland contributes to a reimagination and a rethinking of American mobility.
- The Great Universal GeniusPublication . Terenas, Gabriela Gândara; Centro de Estudos Ingleses de Tradução e Anglo-portugueses (CETAPS); Secção de Estudos Ingleses e Norte-Americanos (SEINA); Centro de Estudos Anglísticos, Universidade de Lisboa | Ubiquity PressConsidered by the writers of the periodicals under study as a universal genius, an essential reference and a timeless model, the poet and playwright William Shakespeare (1564–1616) was the most translated and the most frequently-mentioned British author in the Portuguese periodical press between 1865 and 1890. Broadly speaking, it is possible to divide the reception of Shakespeare in the Portuguese press into six seminal categories, which are analysed in this paper under the following headings: bio-bibliographical studies or sketches; translations of excerpts from his plays; reviews of translations, some of which were published in the periodicals under study; considerations regarding the presentation of Shakespeare’s plays on the Portuguese stage; reviews of operas staged at the S. Carlos Opera House, the librettos of which were based on Shakespeare’s plays; and lastly, the analysis of Shakespearean characters or themes, which were not infrequently based on translations or theatrical or operatic productions.
- Can Portuguese language policy keep up?Publication . Correia, Rúben Constatino; Centro de Estudos Ingleses de Tradução e Anglo-portugueses (CETAPS)This chapter discusses the intricate interplay between (Portuguese) language policy and the sociolinguistic challenges encountered in teaching English as a Foreign Language (EFL) to learners who are future English as a Lingua Franca (ELF) users. The core focus of ELF use being on intelligibility within situational speaking communities amongst speakers with different lingua-cultural backgrounds. This study reveals that the existing policies are partially outdated and hence ineffective for the learner-users present-day needs, as they are governed by the original Common European Framework of Reference (CEFR). Not enough attention is paid to making the dynamic and changing nature of English used globally more visible, highlighting an apparent divide between the sociolinguistic reality of multilingual English and policies still oriented towards English as a native language. Therefore, practical advice is also given to both prospective and in-service teachers on how they may embed ELF pedagogies within their practices despite the limitations of top-down policy changes. In this way, teachers will be empowered as agents of change in their local contexts to bring about more inclusive and effective ways of teaching the language. Considering the qualitative content analysis nature of the study, the focus of data collection was entirely document-based.
- La lengua no es solo un códigoPublication . Moriano, Beatriz Moriano; Centro de Estudos Ingleses de Tradução e Anglo-portugueses (CETAPS); Departamento de Línguas, Culturas e Literaturas Modernas (DLCLM); Universidad de Alcalá. Servicio de PublicacionesLa investigación que aquí se presenta pretende analizar las perspectivas sobre la función mediadora de los profesores de español como lengua extranjera (ELE) en las universidades portuguesas. En particular, persigue los siguientes objetivos: i) examinar cómo percibe el docente su papel en relación con los aspectos culturales; ii) conocer qué prácticas interculturales se fomentan en el aula y qué documentos de referencia las orientan; y iii) comprobar si se afirman la consciencia del plurilingüismo y de la diversidad cultural como fenómenos inherentes a las sociedades contemporáneas. Tras un análisis cualitativo de datos obtenidos mediante cuestionario, ofrecemos una síntesis de los resultados enmarcados en el ámbito de la educación intercultural. Como principales conclusiones, las respuestas que emergen indican que los docentes de ELE en Portugal adoptan una visión eminentemente activa e integradora de los aspectos culturales, rechazan una perspectiva esencialista de la cultura y consideran que el enfoque intercultural es necesario en las aulas del siglo XXI, si bien resulta problemático en la práctica debido a diversos factores.
- Physical and mental wellbeing, teaching efficacy and school connectednessPublication . Ferreira, Marco; Barqueira, Ana; Reis-Jorge, José; Pacheco, Patrícia; Brito, Rita; Baltazar, Isabel; Centro de Estudos Ingleses de Tradução e Anglo-portugueses (CETAPS); Instituto de História Contemporânea (IHC); Frontiers MediaThis article aims to investigate correlations between physical and mental wellbeing, teaching efficacy and school connectedness and to explore the relationship between those dimensions and sociodemographic variables such as age, teaching experience, academic qualifications, education sector, and geographical regions. For this purpose, an online questionnaire was applied to 450 preschool teachers. To assess physical and mental wellbeing the PISA 2020 teacher questionnaire was used, and to evaluate teaching efficacy and school connectedness the Subjective Teacher Wellbeing Questionnaire was applied. Descriptive statistics were calculated for all variables. The reliability, internal consistency and suitability of the data for factor analysis. were assessed for each of the questionnaires. The ANOVA test and Kruskal–Wallis’s test were used to identify significant differences between the dimensions under analysis and sociodemographic variables. The results show that school connectedness is positively related to teaching efficacy and the same positive association occurs between physical and mental wellbeing. A negative association is observed between school connectedness and physical and mental wellbeing and teaching efficacy and physical wellbeing and mental wellbeing. The results also indicate that older preschool teachers and those with more years of experience had a significantly higher score in teaching efficacy than their younger and less experienced counterparts. The preschool teachers from the Porto and North Regions of Portugal had significantly higher scores in the mental wellbeing dimension when compared with their colleagues from other regions of the country.
- 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 LetrasAlthough 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.