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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 7 of 7 1 Writing abstracts in higher education: types of discourse Teixeira, Carla; Cardoso, Adriana. - 2019 BASE Show details 2 Professor e Terapeuta da Fala juntos na intervenção com uma criança com perturbação da linguagem Cardoso, Adriana; Alves, Dina Caetano; Ribeiro, Daniela Alexandra Rosa. - 2019 BASE Show details 3 L1 Grammar Instruction in Primary School Cardoso, Adriana; Pereira, Susana. - 2019 BASE Show details 4 Laboratório gramatical digital: desenvolver competências metafonológicas em torno do acento fonológico em português europeu Freitas, Liliana Sofia Florêncio. - : Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa, 2019 BASE Show details 5 A articulação entre professor e terapeuta da fala na intervenção com criança com perturbação do desenvolvimento de linguagem Ribeiro, Daniela Alexandra Rosa. - 2019 BASE Show details 6 Ensinar a escrever o resumo de artigo científico no ensino superior: as perceções e as produções dos alunos Cardoso, Adriana; Sebastião, Isabel; Teixeira, Carla. - 2019 BASE Show details 7 From Initial Education to Portuguese L1 Classroom: conceptions about teaching and learning grammar Cardoso, Adriana; Pereira, Susana; Leite, Teresa; Silva, Encarnação In: DELTA: Documentação e Estudos em Linguística Teórica e Aplicada; v. 34, n. 4 (2018) ; 1678-460X ; 0102-4450 (2019) Abstract: The goal of this paper is to discuss representations about grammarteaching of Portuguese L1 teachers. It draws on the exploratory studydesigned to identify the invariants and divergences in self-perceptionsabout L1 grammar teaching of trainees in different training situations:in-service teachers, pre-service teachers and bachelor’s students. Thestudy focus on student’s and teacher’s acknowledgment of the PortugueseL1 Curriculum (Reis et al. 2009), which conveys a clear paradigm changein Portuguese language education, assuming that grammar teaching isbased upon language awareness development.The results show an evident gap between students and teachers in whatconcerns the familiarity with the Portuguese L1 Curriculum and teachingstrategies. However, some puzzling convergent points are the importanceattributed to grammar and poor linguistics background. The resultsanalysis draws attention to the relationship between teacher cognitionand practice, highlighting fragilities in teacher education and potentialconceptual changes that may lead to effective changes in classroompractices. Keyword: Grammar Teaching; Explicit Knowledge of Language; Language Teacher Cognition; Portuguese L1 Teaching. URL: http://revistas.pucsp.br/delta/article/view/40939 BASE Hide details

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