FCSH: CETAPS - Capítulo de livros internacionais
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- Intercultural and citizenship objectives through picturebooks in early language learningPublication . Ibrahim, Nayr; Mourão, Sandie; Centro de Estudos Ingleses de Tradução e Anglo-portugueses (CETAPS)This chapter describes a continuing professional development course (the ICEPro Course) which aimed to empower teachers and learners to become democratic citizens and proffers a case for intercultural citizenship education (ICE) through picturebooks. The main pedagogical frameworks and models developed for the ICEPro Course – the Picturebook Selection Guide and a template for the teacher made resources (ICEKits) – are presented to establish whether they support practitioners in developing intercultural and citizenship objectives. Using data from the ICEKits, participant evaluation surveys, recordings of teacher presentations and teacher reflections suggest that the pedagogical frameworks, models and modelling are successful. However, implications for teacher education stress the need to provide additional support in the form of mentoring within a sustained professional development experience.
- School climate and teachers‘ professional wellbeing in PortugalPublication . Jorge, José Reis; Pacheco, Patrícia; Ferreira, Marco; Barqueira, Ana; Baltazar, Isabel; Centro de Estudos Ingleses de Tradução e Anglo-portugueses (CETAPS); História, Territórios e Comunidades do Centro de Ecologia Funcional (pólo NOVA FCSH); Instituto de História Contemporânea (IHC)The study reported in this chapter is part of an Erasmus KA3 project about teachers’ professional wellbeing. The aim of the study is to gain a better understanding of how Portuguese school teachers perceive the contribution of the school climate to their professional wellbeing. For this purpose, we conducted a qualitative interpretive study with a group of 57 Portuguese teachers. The data were collected through focus group interviews and the thematic analysis followed a hybrid approach. The deductive approach to the analysis, which was guided by a five-factor school climate model, indicated the sufficient adequacy of the teachers’ testimonials to the theoretical model. An inductive approach looking for latent meaning led to the inclusion of a new dimension related to Social and Emotional Literacy as a potential new factor impacting school climate. Accordingly, we propose a School Climate Analytical Framework (SCAF), which can be used and validated in future research. We hope to contribute to filling a gap in the empirical literature on school climate in the Portuguese context.
- The Art and Science of AssessmentPublication . Correia, Rúben Constatino; Centro de Estudos Ingleses de Tradução e Anglo-portugueses (CETAPS)Speaking has been increasingly promoted in language syllabuses and curriculums, both in Portugal and internationally, as one of the major aims of foreign language teaching. Naturally, the importance of oral skills has led to increasing research in this area, with the focus largely on the need to measure ability and the best way to do it. Unsurprisingly, considerable attention has been drawn both to assessment and the context in which it operates. However, the unique features of speaking make it the most challenging skill to assess. Bearing this in mind, and my role as both researcher and teacher with a vested interest in speaking, I spent almost a full school year at a Portuguese public school cluster doing classroom observation in an attempt to chart: a) – typical classroom interactions between learners / teachers and learners / learners, and b) – the general nature of most speaking events taking place in the classroom, including that of assessment. Findings seem to evidence that Portuguese EFL teachers appear to be at odds with designing suitable assessment procedures for monitoring students’ progress. There is a narrow view of assessment as synonymous with testing, and thus the grading function, which largely contributes to the dominance of summative assessment over formative assessment.
- Professional learning competences and tasks in primary English teacher education curricula in PortugalPublication . Vieira, Flávia; Mourão, Sandie; Andrade, Ana Isabel; Simões, Ana Raquel; Centro de Estudos Ingleses de Tradução e Anglo-portugueses (CETAPS)The expansion of early language learning worldwide has fostered the need to prepare qualified teachers of English in primary education. This chapter presents partial findings from a multi-site case study of initial teacher education master’s programmes created in 2015 in Portugal when English became compulsory in Grades 3 and 4. A multi-method approach was used to investigate ten programmes, involving the analysis of curricula and a sample of practicum reports, along with inquiry to former student teachers, faculty supervisors and cooperating teachers. Findings reported here refer to the organisation of curricula and the intended professional learning competences and tasks as described in the syllabi of course units. The findings portray a holistic understanding of the profile of future teachers as reflective professionals, highlighting the role of curriculum design in projecting meaningful learning scenarios. Shortcomings and recommendations for future development are pointed out, namely the need to enhance a practical orientation across the curriculum and expand teacher inquiry in the practicum. Variability across programmes suggests the need for more intra-/inter-institutional dialogue regarding the determination of core and peripheric elements in the preparation of English teachers for primary education.
- IntroductionPublication . Mourão, Sandie; Leslie, Carolyn E.; Centro de Estudos Ingleses de Tradução e Anglo-portugueses (CETAPS); Departamento de Línguas, Culturas e Literaturas Modernas (DLCLM)The introduction to this edited volume provides a brief explanation of the background to the editorial project together with an overview of the book and its chapters. To contextualise readers, it begins with a discussion around multilingualism and early language learning in a linguistically diverse Europe and then introduces teacher education for early language learning, multilingual pedagogies and teacher qualification categories. The following section provides an outline of the main themes found in the chapters, which includes reference to the novel topics covered in the volume, the methodological approaches used to investigate multilingualism and early language learning, and the focus on active, participatory learning to promote a theory–practice nexus. The chapter closes with an overview of the 14 chapters found in the three distinct parts of the book: Teacher practices, teacher education and teacher education curricula in early language learning in Europe.
- A Digital Platform for Literary TranslationPublication . Valdez, Susana; (Former) Martins, Isabel Oliveira; Secção de Estudos Ingleses e Norte-Americanos (SEINA); Centro de Estudos Ingleses de Tradução e Anglo-portugueses (CETAPS)
- Intertextual encounters between Jorge de Sena and Manuel BandeiraPublication . Gago, Dora Nunes; Centro de Estudos Ingleses de Tradução e Anglo-portugueses (CETAPS)The aim of this paper is to analyse the echoes of the modernist Brazilian poet Manuel Bandeira in the poetry of the Portuguese writer Jorge de Sena. Following the theoretical approaches of Julia Kristeva, Harold Bloom, and Antoine Compagnon, we will analyse the mechanisms of intertextuality present in some of Sena's poems dedicated to Manuel Bandeira, such as "Poema desentranhado de um poema de Manuel Bandeira, " "Nos Setenta anos do poeta Manuel Bandeira, " and "Morte de Manuel Bandeira. " We will discuss the concept of influence and the affinities between the two writers-who met in person and became friends-as manifested in references, quotations, and the use of similar subjects. Finally, we will try to see how the intertextual dialogue with Bandeira could be one way to define Sena's original poetry and how, by describing his "master, " Manuel Bandeira, Sena is able to draw his own portrait as a poet.
- The geopolitics of academic plagiarismPublication . Bennett, Karen; Departamento de Línguas, Culturas e Literaturas Modernas (DLCLM); Centro de Estudos Ingleses de Tradução e Anglo-portugueses (CETAPS)
- The Love of the One for the Many and the Many for the OnePublication . Swartz, David; Departamento de Línguas, Culturas e Literaturas Modernas (DLCLM); Centro de Estudos Ingleses de Tradução e Anglo-portugueses (CETAPS)The philosophical “problem” of the one and the many that has occupied philosophers since Parmenides is also about love and the metaphysical foundations of authorship. In the Parmenides Plato takes up this discussion of the one and the many, leading to the most paradoxical conclusions, such as that the one is always becoming older and younger than itself at the same time. To defend Parmenides, Plato has Zeno of Elea propose the thesis that the one can be divided ad infinitum. Therefore, the one cannot be divided at all. For the poet, the paradox of the one and the many is conquered through the concept of being nothing. The authorial nothingness that the author is interested in willfully achieving involves the simultaneous unity and fragmentation of the author's authorial voice. The author seeks to represent multiplicity and unity simultaneously; which is to say, the author seeks a vision of the one through the many and the many through the one. The simultaneous love of the one for the many and the many for the one describes the self-reflective artistic act.
- The Cure for DeathPublication . Botelho, Teresa; Secção de Estudos Ingleses e Norte-Americanos (SEINA); Centro de Estudos Ingleses de Tradução e Anglo-portugueses (CETAPS)Anxiety about old age and mortality, a constant and cross-cultural reaction to the finitude of life and evanescence of youth, has fed multiple fantasies of immortality that frequently also incorporate the triumphant regeneration of the body. But while in the nineteenth century these fantasies, ungrounded on any scientific possibility, focused on the social and psychological disorientation and disruptions of the defeat of death and ageing, the late twentieth and twenty-first century fictions, invoking possible extrapolations of contemporary scientific and technological knowledge, have used the tropes of immortality and the rejuvenated body to serve either dystopian visions related with problematics of distribution of power, or to signify the utopian techno-optimist promises of trans-humanism. This paper will discuss these creative imaginings of the defeat of embodied decay using three speculative novels that position themselves as signposts along this spectrum: Walter Bessant’s The Inner House (1888), a conservative anti-utopian reflection on the social and cultural costs of immortality; Bruce Sterling’s Holy Fire (1996), a cyberpunk novel where access to permanent health and youth acts as a social divider between deserving elites and the masses condemned to grow old; and Cory Doctorow’s Down and out in the Magic Kingdom (2003), a post-singularity satirical novel where in a post-scarcity future society all enjoy the possibilities of body and life plasticity.