PORTUGUESE TILES: A PROJECT-BASED LEARNING EXPERIENCE
DOI:
https://doi.org/10.29327/212070.7.2-4Palabras clave:
Project-Based Learning (PBL, Portuguese World Language (PWL), The five Cs, Learner-centered and proficiency-oriented instruction, Cultural products, practices, and perspectivesResumen
This mixed-methods study examines the interrelated nature of a target language and culture acquisition and project-based learning (PBL) at a U.S. West Coast university. From researching to creating their own Portuguese-style tiles as the public cultural products of practices and perspectives at a Portuguese World Language class, instruction and learning are triangulated under the theoretical tenets of PBL and World Languages (WL) approaches. PBL is grounded in crosscutting design principles of real-world utility (CONDLIFFE et. al, 2017). Similarly, WL reflects the increasing importance of the five Cs in learner-centered and proficiency-oriented instruction for a globalized world (KATRADIS, FOX & TIAN, 2017). Results show that while experiential learning has become an increasingly central component of capacity building, the ongoing debate regarding how to implement intercultural communication and global competence skills continues (ACTFL, 2012).
KEYWORDS: Project-Based Learning (PBL). Portuguese World Language (PWL). The five Cs. Learner-centered and proficiency-oriented instruction. Cultural products, practices, and perspectives.
Citas
ACTFL Proficiency Guidelines. American Council on the Teaching of Foreign Languages, 2012. Disponível em < https://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012>. Acesso em 23/11/2018.
ALMEIDA, Carlos. Portuguese Immigrants: the centennial story of the Portuguese Union of the State of California. [s.l.]: Supreme Council of União Portuguesa do Estado da Califórnia (U.P.E.C.), 1992. Disponível em <http://search.ebscohost.com/login.aspx?direct=true&db=cat04202a&AN=ucb.b11220085&site=eds-live>. Acesso em 20/09/2019.
BIRD, M. Susy. Products, practices, and perspectives in the World Language classroom: a unit on Mexican food for a high school Spanish 1 class. Dissertação de Mestrado. Departamento de Espanhol e Português. Brigham Young University, Provo, 2014.
BRANDL, Klaus. The integration of internet-based reading materials into the foreign language curriculum: from teacher- to student-centered approaches. In: Language Learning & Technology. University of Hawai‘i at Mānoa, vol. 6, nº 3, p. 87-107, 2002.
BRITO, Edvan. Grammatical gender in the interlanguage of English-speaking learners of Portuguese defense language institute. In: Portuguese Language Journal, vol. 9, nº 7, p. 1-21, 2015.
CALIFORNIA LANGUAGE TEACHERS’ ASSOCIATION (CLTA, 2019). SB 5 Karnett Bill of 2005. California World Language content standards for public schools k-12. Disponível em < https://clta.net/advocacy/standards/>. Acesso em 18/02/2019.
CARLA Professional Development. Center for Advanced Research on Language Acquisition. Research and Programs. University of Minnesota. December 2017. Disponível em < http://carla.umn.edu/assessment/vac/CreateUnit/p_1.html>. Acesso em 18/02/2019.
CHILD, Michael W. language learning perceptions: the role of Spanish in l3 portuguese acquisition. In: Portuguese Language Journal, vol. 7, p. 1-55, 2013.
CLEMENTS, J. Clancy. On classifying language-contact varieties. In: Selected Proceedings of the First Workshop on Spanish Sociolinguistics. Somerville, MA: Cascadilla, p. 1-10, 2003.
COENTRO, Susana. Estudo da camada pictórica na azulejaria portuguesa do século XVII. Dissertação de Mestrado em Conservação e Restauro, Área de especialização: Cerâmica e Vidro da Faculdade de Ciências e Tecnologia da Universidade Nova de Lisboa, Portugal, 2010.
CONDLIFFE, Barbara, QUINT, Janet, VISHER, Mary G., BANGSER, Michael R., DROHOJOWSKA, Sonia, SACO, Larissa & NELSON, Elizabeth. Project-based learning: a literature review. New York, NY: MDRC, p. 1-84, 2017.
DE SOUZA, Ismenia, LYSTRUP, Robert & SCHARFF, Lauren. Linguistic sibling rivalry: mutual interference between Portuguese and Spanish. In: Portuguese Language Journal, vol. 10, nº 2, 2006.
DEWEY, John. The future of liberalism. In: The Journal of Philosophy. London and New York: Routledge, vol. 32, nº 9, p. 225-230, 1935.
KILPATRICK, William Heard. A reconstructed theory of the educative process. In: Teachers College Bureau of Publications, New York: Columbia University, 1937.
DOOLY, Melinda & RANDALL Sadler. Becoming little scientists: Technologically-enhanced project-based language learning. In: Language Learning & Technology. University of Hawai‘i at Mānoa, vol. 20, nº 1, p. 54-78, 2016.
DUNCAN, Gregory & MET, Miriam. STARTALK: From paper to practice. College Park, MD: National Foreign Language Centre at the University of Maryland, 2010.
FRAGA, Silvana Fernandes de. A azulejaria portuguesa como patrimônio em Porto Alegre: vestígios do passado. Monografia de bacharelado na Faculdade de Biblioteconomia e Comunicação da Universidade Federal do Rio Grande do Sul, Porto Alegre, RJ, 2018.
FRAGOULIS, Iosif & IAKOVOS, Tsiplakides. Project-based learning in the teaching of English as a foreign language in Greek primary schools: From Theory to Practice. In: English Language Teaching, vol. 2, nº 3, p. 113-119, 2009.
FREIRE, Paulo. A importância do ato de ler: em três artigos que se completam. São Paulo: Autores Associados: Cortez, 1981.
FREIRE, Paulo. Pedagogia da autonomia: saberes necessários à prática educativa. São Paulo: Terra, 2000.
FREY, Klaus. The project method. Thessaloniki: Kiriakidis Brothers’ Publishing House, 1986.
GRABE, William & STOLLER, Fredricka L. Teaching vocabulary for reading success. In: The TESOL Encyclopedia of English Language Teaching, p. 1-7, 2018.
GUIMARÃES, Eny. Texto, discurso e ensino. São Paulo: Contexto, 2019.
KATRADIS, Maria, FOX, Rebecca K. & TIAN, Jie. Learning to implement the five cs by living the five cs: portfolios and reflection in an international teacher professional development program. In: NECTFL Review, vol. 80, p. 45-78, 2017.
KINGSTON, Sally. Project based learning & student achievement: what does the research tell us? In: PBL Evidence Matters, Buck Institute for Education, Novato, CA: PBL Works, vol. 1, nº 1, 2018.
LEIVA MATUS, Alejandra. Can teachers influence in their students’ motivational and anxiety levels through the use of certain teacher strategies, so that students are able to produce more oral communication in EFL classes? Dissertação de Doutorado, Faculdade de Educação da Universidad Alberto Hurtado, 2018.
LUNDGAARD, Greta & SAUER, Thomas. STARTALK community: developing world language teachers through principles and practice. In: The Language Educator, Alexandria, v. 13, nº 3, p. 48-52, 2018.
MERGENDOLLER, John R. (2016). What can we learn from John Hattie about project-based learning? Novato, CA: PBL Works.
NATIONAL STANDARDS COLLABORATIVE BOARD. World-Readiness Standards for Learning Languages. American Council on the Teaching of Foreign Languages, 2015. Disponível em https://www.actfl.org/news/press-releases/national-standards-collaborative-board-releases-iworld-readiness-standards-learning-languagesi>. Acesso em 19/02/2018.
OMAGGIO-HADLEY, Alice & TERRY, Robert (2001). Teaching language in context. Boston: Heinle & Heinle.
OSBORNE, Denise. Cinematographic resources as meaningful affordances in a foreign language class. Views from Below: The Underdog in Contemporary Latin American and Spanish Film. 2017. Disponível em <https://scholarsarchive.library.albany.edu/latinfilm/2017/schedule/9> Acesso em 23/09/2019
PAIS, Alexandre N., ALMEIDA, Ana et al. Azulejos: maravilhas de Portugal. V.N. Famalicão: Centro Atlântico Ltda., 2017.
ROTHMAN, Jason. Understanding the nature and outcomes of early bilingualism: romance languages as heritage languages. In: International Journal of Bilingualism, vol. 13, nº 2, p. 155-163, 2009.
SAAVEDRA, Anna, RAPAPORT, Amie, MARWAH, Elizabeth, CARLE, Jill, LIU, Ying, JOHNSON, Sarah Jean, LI, Janet, HOEPFNER, Danial, GARLAND, Marshall Shifting to project-based learning in the Advanced Placement context. Novato, CA: PBL Works, 2019.
SHRUM, JUDITH L. & GLISAN, EILEEN W. Teacher's handbook: contextualized language instruction. Boston: Heinle and Heinle, 2010.
STOLLER, Fredricka. Project work: a means to promote language and content. In: Jack, C. Richards & Willy, A. Renandya (Eds.) Methodology in Language Teaching: An Anthology of Current Practice, p. 107-120, Cambridge: Cambridge University Press, 2002.
STOLLER, Fredricka. Establishing a theoretical foundation for project-based learning in second and foreign language contexts. In: Beckett, G., H. & P. C. Miller (Eds.), Project-Based Second and Foreign Language education: past, present, and future (p. 19-40). Greenwich, Connecticut: Information Age Publishing, 2006.
SILBERMAN, Melvin L. The handbook of experiential learning. San Francisco: Pfeiffer, 2007.
THOMÉ-WILLIAMS, Ana Clotilde. Developing intercultural communicative competence in Portuguese through Skype and Facebook. In: Intercultural Communication Studies, vol. 25, nº1, 2016.
TROYAN, Francis J. Standards for foreign language learning: defining the constructs and researching learner outcomes. In: Foreign Language Annals, vol. 45, nº 1, s118-s140, 2012.
YOUNG, Dolly Jesusita. The standards definition of culture and culture instruction in beginning and intermediate Spanish textbooks. In: Northeast Conference Review, vol. 45, p. 17-22, 1999.
