O CÉU É O LIMITE THE SKY IS THE LIMIT PORTUGUESE ACHIEVEMENT CONFERENCE Dr. Beatriz de Paiva
Portuguese provision in UK universities Portuguese in UG studies: case studies CELPE-Bras
Portuguese in UK Higher Education: what is on offer? Pathways: 1. Humanities Languages, literatures and cultures of the Lusophone worlds (BA, MA, PhD). 2. Professional pathways: Applied professional skills at undergraduate level.
Professional pathways: Applied professional skills at undergraduate level Development of professional level application of advanced Portuguese language skills Case studies: 1. The FLETA Project 2. Effective communication : how to make requests in Brazilian Portuguese. 3. Translation, Interpreting and Subtitling.
Applied professional skills at undergraduate level: bi-lingual advanced language and IT skills the FLETA project: foreign language enhancement through art in higher education
FLETA: Background The development of an understanding of the culture, historical events and social issues in Brazil through collaborative engagement (face to face and mediated) with the medium of art. ESCALA: a context for the development of situated language use. ESCALA (Essex Collection of Art from Latin America): the most complete public resource in the UK for art from Latin America, with works by the most renowned contemporary Latin American artists. http://www.escala.org.uk/
ESCALA: Siron Franco It is a central part of the project to establish a connection between students learning Portuguese language and aesthetic, cultural, historical and social issues in Latin America expressed and thematised by the works of the selected artists : Siron Franco (Brazil) http://www.escala.org.uk/collection/artists/siron-franco/auth176 http://www.escala.org.uk/events/exhibitions/siron-franco
What is FLETA? 1. The development of the learning of Portuguese through the medium of art, using a significant established resource in an innovative way in ML teaching. 2. The enhancement of linguistic, cognitive and analytical skills. 3. The combination of art, language and technology-supported collaborative learning: Axes 1: Works of art 2: Portfolio/tasks: reviews, interviews, translations, presentations. 3: Use of media: Blogs, web page creation, video editing.
Student Population nd year students A level + 1 year at university) The project was developed with (2
Development of the project 1. Sculpture trail Essex campus 2. Visit to the exhibition at Firstsite Gallery in Colchester. 3. Development of an e-portfolio supported by ESCALA online.
Evaluation of FLETA The noteworthy outcomes of this project were as follows: a) Awareness of local realities (e.g. indigenous populations in Brazil, the landless movement). b) Writing blogs: developing own point of view, authorship. c) Development of language skills in situated contexts of the art works.
g) Engagement with the Latin American art collection as part of an aesthetic and emotional experience. h) IT skills: Pinnacle video editing software and web design http://www.wix.com
Students webpages http://iacobalexandra26.wix.com/sironfranco#!videos/c1han http://als3000.wix.com/sironfranco http://luandayw.wix.com/sironfranco-byluanda
Students evaluation of FLETA About the blogs: Foi interessante ouvir as opiniões diferentes das minhas colegas no moddle e discutir o meu próprio ponto de vista I was interesting to see my colleagues opinions in the blogs and discuss my own point of view About Latin American art:...me abriu as portas a um novo mundo visto que eu sabia muito pouco sobre artistas brasileiros This project has opened me doors to a new world since I knew very little about Brazilian artists About interviewing the curator of the collection: preparar uma entrevista em Português foi a parte mais difícil do projeto. the preparation of the interview was the most difficult part of the project
Effective communication : how to make requests in Brazilian Portuguese.
How do learners of a foreign language acquire the conventional or appropriate ways of speaking (pragmatic knowledge)?
General findings of studies of requests across L2s (foreign languages) Lack of conventionalized material (preferred expressions by native speakers) in the target language by learners at all proficiency levels.
Requests in B. Portuguese as a foreign language Situation 2: You arrive for a class and find the classroom in a mess. You want the cleaning lady to clean the room before your class. (+SD; -R) Learner (intermediate): Você poderia limpar o quarto antes da aula? Could you clean the bedroom before the class? Learner (advanced): Você pode arrumar isso um pouquinho para gente? Can you tidy this a bit for us? NS (CG): Tem como você dar uma ajudinha lá? Is it possible for you to give a little help there?
Project: teaching conventional requests in Portuguese The case of conventionalized expressions in Portuguese requests. Population: Spanish to Portuguese Conversion module Advanced Portuguese module (post-a level) Materials: video clips with subtitles plus a range of written and oral tasks
Conventional requests Pragmalinguistic devices: crucial to social communication (Coulmas, 1981) they embody the societal knowledge that members of a given community share are thus essential in the verbal handling of everyday life (House, 1996, p.227-228) Efficiency in communication (situation-bound utterances ) Construal of legitimacy and communicative values Rapport
Applied professional skills at undergraduate level: Translation, Interpreting and Subtitling. Translation: students develop links with the industry for professional work. Interpreting: training in consecutive and liaison interpreting. Subtitling: training with professional software.
Consecutive interpreting Estádios de futebol (from the EU speech repository, Brussels 2008) VTS_01_1 Copy.mp4
CELPE - Bras Certificate of Proficiency in Portuguese for Foreigners (Certificação de Proficiência em Língua Portuguesa para Estrangeiros). International recognition: CELPE-Bras is an entry requirement by universities and businesses. In Brazil: requirement for validation of qualifications of professionals applying for work in Brazil.
CELPE Bras: Exam s structure Assessment of four abilities: listening comprehension; reading comprehension; oral and written production. Written: (3 hour duration) two tasks (1. listening comprehension plus written oral production; 2. reading comprehension plus written production); Oral: (20 min duration) conversation about daily life topics and current afairs. Candidates need to show proficiency in both parts of the exam. Celpe-Bras assesses four proficiency levels: Intermediate, Higher Intermediate, Advanced and Higher Advanced (Intermediário, Intermediário Superior, Avançado e Avançado Superior). http://portal.inep.gov.br/celpebras
Where and when to apply: Those interested in taking the exam should register online at celpebras.inep.gov.br/inscricao In the UK King`s College London Department of Spanish, Portuguese & Latin American Studies King's College London Room VB 5.08, Virginia Woolf Building 22 Kingsway London WC2B 6NR E-mail: aprabelo@hotmail.com; adriano.rabelo@kcl.ac.uk The exam will be set twice a year, in April and October
CELPE - Bras Requirements: Be of minimum age 16. Provide the institution offering the exam with a photocopy of an identification document and a registration fee, which is currently of 90.