Module 1 – Teaching Strategies

1. Pedagogical considerations

• Teacher/student/strategy relationship
• Autonomy development
• Cultural and linguistic mediation

1. Models of inclusive education
2. Learning sequences

• Planning
• Progression
• Evaluation

1. Language skills in focus

• Speaking
• Writing
• Listening
• Reading
  Module 2 – Language teaching materials

1. The concept of teaching material

• Authentic materials
• Textbooks
• Digital resources

1. Teaching materials development

• Evaluation
• Adaptation
• Preparation
• Visual dimension
• Usage
• Research

1. The suitability of teaching materials

• Target-students
• Context
• Objectives
  Module 3 – Strategies and materials for the teaching of Portuguese language as vehicle for knowledge, learning and action

1. Language and social context
2. Characteristics of Portuguese as a language of knowledge, learning and action in specific contexts
3. Content and language integrated approaches
4. Selection and adaptation of teaching materials

1. General Questions on Variation
   1.1. The concept of language: political, historical, pluricentric and global dimensions
   1.2. Variation and Change
   1.3. Diatopic, diastratic, diaphasic variation
   1.4. Norms and Orthography
2. Varieties of Portuguese
   2.1. Linguistic features of Portuguese varieties (varieties of Portuguese-speaking countries)
   2.2. Socio-historical aspects, relation between the varieties of Portuguese and other languages, in Portuguese speaking countries, and
   functions of Portuguese in different contexts
3. Uses of Portuguese and discourse communities
   3.1 Discourse communities
   3.2 Uses of Portuguese in contexts and according to discursive purposes (school and academic discourse; political and journalistic
   discourse; discourse in social networks)
4. Resources
   4.1 Language use corpora
   4.2. Scientific on-line repositories
   4.3 Platforms for the promotion and dissemination of Portuguese as a pluricentric language

1 – Contexts and statutes of Portuguese as a non-native language and as a global pluricentric language
Characterisation of contexts and delimitation of concepts relevant to Portuguese as a non-native and a global pluricentric language
Didactic and pedagogical implications
2 – Reference documents and tools
Documents of reference for language teaching (Council of Europe)
Documents for teaching Portuguese as a non-native language in different contexts (national/foreigner; academic/non-academic)
3 – Development of language proficiency
Linguistic, environmental, pedagogical, didactic and individual factors
Knowledge and skills implied in language learning/acquisition
Proficiency levels in different language skills
Formulation of descriptors
Assessment tools and proficiency indicators
Interlanguage, error analysis and feedback
Language teaching and learning and research-action

Students must choose one of the following curricular units:

A: Advanced and Specialised Portuguese

1. Introduction to specialised discourse
   Language and/in use – diastratic variation
   sociolinguistic features
   textual and (inter)phrasal features
   terminological features
2. Specialised discursive domains
   political-legal discourse
   medical-pharmaceutical discourse
   economic-financial discourse
   academic-scientific discourse
3. Specialised documents and text types, namely:
   diplomas and legal regulations
   medical records, prescriptions, medication package inserts
   financial reports and sale documents
   textbooks, theses and scientific articles
4. Text organisation principles:
   macro-textual patterns
   meso-textual patterns
   micro-textual patterns
5. Specialised vocabulary
   grammatical properties
   intertextual practices
   lexicographical resources

B: CU in the area of Language and Language and Literature

Syllabus corresponding to the chosen CU in the area of Language and Literature

1. Technology in Language Education
   1.1. Skills for the Language Instructor
   1.2. The use of technology in teaching language: historical review
   1.3. Language Teaching Methods mediated by Technology
2. Technology-mediated teaching models: eLearning, bLearning, mLearning; Emergency Remote Teaching
3. Virtual learning environments (VLE) for teaching language: selecting and assessing VLEs
4. Educational Digital Resources for teaching language
   4.1 National government resources and international reference organisations
   4.2 Open Educational Resources (OER):
   4.2.1. licenses to create and modify
   4.2.2. (re)conceive / (re)utilise resources
   4.3. Assessment and selection of resources
5. Use of social networks for teaching and learning Portuguese in a pluricentric and global perspective
6. Potential digital resources for the development of Portuguese language proficiency.

1. The “lusophone space”: acculturation, cultural resistance;
2. Geographic-political-economical framework: PALOP, CPLP and Asia;
3. Language Literature as common cultural trait and its’ projection into the world;
4. Movements and concepts: colonial and post-colonial literature; Blackness (‘Negritude’); journals and anthologies.
   I. Luandino Vieira, Luuanda; Agualusa, Fronteiras Perdidas; M. Rui, Quem me dera ser onda — confluence/innovation.
   II. Brief narrative in J. Amado; Drummond de Andrade, C. Meireles e V. de Moraes — poetic voices.
   III. Construction of poetry in Corsino Fortes; the tale of Dina Salústio.
   IV. Noémia de Sousa and J. Craveirinha — poetry voices; textual creativity: Vozes Anoitecidas, M.Couto; Luís B. Honwana, Nós matámos o
   Cão-Tinhoso and P. Chiziane.
   V. Terra mater’s memory in O. Beja. VI. Emergence of M. de Pina. VII. J. Ramos-Horta: splendor of the Portuguese language.
   VIII. Spirituality/creation: Guimarães and Movimento; Tordo and Naufrágio

I – Research methodology

1. Guidelines for research in DPGL: objects of study; problems; variables; population/sample; hypotheses; validity
2. Research modalities: quantitative/qualitative; longitudinal/cross-sectional
3. Research path: problem, research questions and hypotheses; literature review: theoretical framework and state of the art; research plan;
   ethics; data collection, processing and analysis (construction of data collection tools; corpora; statistical analysis; qualitative/content
   analysis); communication of results
4. Working with linguistic data: transcription, segmentation, annotation
   II – Academic Writing
5. Academic genres and documents: macro, meso and micro-linguistic patterns (text sections, formatting, paragraphing, lexicogrammar;
   punctuation)
6. Writing as process/product: register and discourse choices (appraisal, lexis); text revision
7. Plagiarism
8. Rules for citation, referencing and formatting.

Students must choose one of the following curricular units:

A: Semiotics and Intercultural Communication

1. Introductory topics
   1.1 Culture, multiculturalism and interculturalism
   1.2 Relations between language, culture and identity
   1.3 Social Semiotics as an interdisciplinary field
   1.4 Multimodality
   1.5 Communication as Semiosis
2. Tools for the description and analysis of semiotic resources
   2.1 Grammar of Visual Design
   2.2 Interdiscourse
   2.3 Intertextuality
3. Linguistic and cultural diversity in communication
   3.1 Social and ideological dimension of intercultural communication
   3.2 Challenges of intercultural communication in translation practice and language teaching
   3.3 Practices of description, interpretation and development of resources suitable to multicultural and multilingual contexts
4. Intercultural (Communicative) Competence in language teaching
   4.1 Methods for the development of intercultural competence
   4.2 Materials and activities for the development of intercultural competence
   4.3 Assessment of intercultural competence

B: CU in the area of Language and Literature

Syllabus corresponding to the chosen CU in the area of Language and Literature