The present work consists in a theoretical practical reflection of our teaching experience as a t... more The present work consists in a theoretical practical reflection of our teaching experience as a teacher intern of Portuguese foreign language, accomplished at Stockholm university in the school year of 2015-2016, with an Eramus+ internship programme. This experience had as a main focus the teaching of some prepositions in portuguese, following two methodologies: grammatical workshop and speeche pedagogy, having oral communication as the major practice. Such choice resulted from the difficulties that we have diagnosed in the use of the prepositions by the students. The fact that we have chosen that grammatical domain, does not mean that we have only worked grammar, more specifically, the prepositions. Divided in three parts, in this report we problematize, firstly, the implications of the pluricentric nature of the Portuguese language, considering the specific characteristics of the students and teachers in Stockholm. We continue with a presentation of what the main portuguese grammars refer, concerning the grammatical preposition category, making a brief presentation of that grammatical topic; then, after presenting our informants, our teaching strategy as well as the material developed throughout this teaching practice, in a free course, at Stockholm university, critically presenting the obtained results. We finish this paper with some conclusions.
The present work consists in a theoretical practical reflection of our teaching experience as a t... more The present work consists in a theoretical practical reflection of our teaching experience as a teacher intern of Portuguese foreign language, accomplished at Stockholm university in the school year of 2015-2016, with an Eramus+ internship programme. This experience had as a main focus the teaching of some prepositions in portuguese, following two methodologies: grammatical workshop and speeche pedagogy, having oral communication as the major practice. Such choice resulted from the difficulties that we have diagnosed in the use of the prepositions by the students. The fact that we have chosen that grammatical domain, does not mean that we have only worked grammar, more specifically, the prepositions. Divided in three parts, in this report we problematize, firstly, the implications of the pluricentric nature of the Portuguese language, considering the specific characteristics of the students and teachers in Stockholm. We continue with a presentation of what the main portuguese grammars refer, concerning the grammatical preposition category, making a brief presentation of that grammatical topic; then, after presenting our informants, our teaching strategy as well as the material developed throughout this teaching practice, in a free course, at Stockholm university, critically presenting the obtained results. We finish this paper with some conclusions.
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Divided in three parts, in this report we problematize, firstly, the implications of the pluricentric nature of the Portuguese language, considering the specific characteristics of the students and teachers in Stockholm. We continue with a presentation of what the main portuguese grammars refer, concerning the grammatical preposition category, making a brief presentation of that grammatical topic; then, after presenting our informants, our teaching strategy as well as the material developed throughout this teaching practice, in a free course, at Stockholm university, critically presenting the obtained results. We finish this paper with some conclusions.
Divided in three parts, in this report we problematize, firstly, the implications of the pluricentric nature of the Portuguese language, considering the specific characteristics of the students and teachers in Stockholm. We continue with a presentation of what the main portuguese grammars refer, concerning the grammatical preposition category, making a brief presentation of that grammatical topic; then, after presenting our informants, our teaching strategy as well as the material developed throughout this teaching practice, in a free course, at Stockholm university, critically presenting the obtained results. We finish this paper with some conclusions.