| 41 |
Capaz como marcador negativo enfático no dialeto gaúcho / “Capaz” as a Negative Emphatic Marker in Gaucho Dialect
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In: Revista de Estudos da Linguagem, Vol 27, Iss 2, Pp 669-700 (2019) (2019)
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| 42 |
O constituinte-QU in situ e os efeitos de Common Ground no português brasileiro infantil / The WH-Constituent in situ and the effects of Common Ground in Child Brazilian Portuguese
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In: Revista de Estudos da Linguagem, Vol 27, Iss 2, Pp 839-884 (2019) (2019)
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| 43 |
Prefix allomorphy in complex verbs of Brazilian Portuguese / Alomorfia prefixal em verbos complexos do português brasileiro
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In: Revista de Estudos da Linguagem, Vol 27, Iss 2, Pp 967-1014 (2019) (2019)
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| 44 |
Linguistic Attitudes: A study concerning indigenous women in the Guarani village Tekoha Añetete
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In: Signum: Estudos da Linguagem, Vol 22, Iss 2, Pp 89-110 (2019) (2019)
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| 45 |
Nominal Number Agreement in Portuguese Used in Oiapoque–AP
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In: Signum: Estudos da Linguagem, Vol 22, Iss 3, Pp 127-147 (2019) (2019)
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| 46 |
Words Formation with Adjectives of Tupi Origin in Amazonian Portuguese
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In: Signum: Estudos da Linguagem, Vol 22, Iss 2, Pp 52-68 (2019) (2019)
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| 47 |
State-of-the-art on monolingual lexicography for Brazil (Brazilian Portuguese)
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In: Slovenščina 2.0: Empirične, aplikativne in interdisciplinarne raziskave, Vol 7, Iss 1 (2019) (2019)
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| 48 |
The Perfect in (Brazilian) Portuguese: A Functional Discourse Grammar View
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In: Open Linguistics, Vol 4, Iss 1, Pp 478-508 (2018) (2018)
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| 49 |
Initial findings of a socio-cultural-pedagogical investigative approach to PHL: the educators and the initiatives.
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In: Domínios de Lingu@gem, Vol 12, Iss 2, Pp 1180-1209 (2018) (2018)
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Abstract:
An increasing number of educational programs that promote Portuguese as a Heritage Language (PHL) can be found all over the world. With fairly new relevance to the field of Heritage Languages (HL), in no way comparable to movements of Spanish, Korean, or Mandarin, this burst shows the level of awareness about the importance of intergenerational transmission of minority languages within the Brazilian community. Such development brings to light fundamental questions: how has this movement developed and for how long? What is being taught by the institutions involved and what applied methods? What is the level of their commitment? Are they prepared to teach and cultivate the language and culture of Brazil? Do educators understand the interconnectivity between language, culture, identity, hybridization, and bilingualism? An ongoing latitudinal-longitudinal study, conducted by members of a group study has been mapping PHL community programs, surveying and interviewing educators as well as closely observing their projects’ development. This paper’s purpose is to discuss initial findings, answer some of the aforementioned questions regarding the emergence of PHL through a socio-cultural-pedagogical perspective. We will describe how educators have been developing their practices and how they can contribute with the field of studies of Heritage Languages.
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Keyword:
Language and Literature; P; P1-1091; Pedagogical-socio-cultural perspective; Philology. Linguistics; Portuguese as a Heritage Language; Vitality of Heritage Languages
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URL: https://doaj.org/article/5c88d0927a0849bfa6abdf4c9d3762f0
https://doi.org/10.14393/DL34-v12n2a2018-19
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| 50 |
Negative Indefinites in the history of Portuguese : the case of nemigalha
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In: Estudos de Linguistica Galega (2018) (2018)
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| 51 |
Word Order in Portuguese Gerund Clauses: comparing Old Portuguese and Dialectal Portuguese
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In: Estudos de Linguistica Galega (2018) (2018)
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| 52 |
A special type of left dislocation in Galician and Portuguese: the D-construction
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In: Estudos de Linguistica Galega (2018) (2018)
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| 53 |
La metáfora conceptual de los profesores en formación sobre el proceso de planificación de la enseñanza
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In: Ikala: Revista de Lenguaje y Cultura, Vol 23, Iss 1, Pp 65-81 (2018) (2018)
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| 54 |
Content- And Language-Integrated Learning- Based Strategies For The Professional Development Of Early Childhood Education Pre-Service Teachers
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In: Ikala: Revista de Lenguaje y Cultura, Vol 23, Iss 1, Pp 45-64 (2018) (2018)
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| 55 |
Teacher Beliefs And Practices For An English Language Achievement Test
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In: Ikala: Revista de Lenguaje y Cultura, Vol 23, Iss 1, Pp 25-44 (2018) (2018)
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| 56 |
Diagnostic study on teachers’ beliefs and practices in foreign language assessment
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In: Ikala: Revista de Lenguaje y Cultura, Vol 23, Iss 1 (2018) (2018)
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| 57 |
La metáfora conceptual de los profesores en formación sobre el proceso de planificación de la enseñanza
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In: Ikala: Revista de Lenguaje y Cultura, Vol 23, Iss 1 (2018) (2018)
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| 58 |
Presentación. Entre perspectivas locales y globales sobre el desarrollo profesional de los docentes de lenguas extranjeras
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In: Ikala: Revista de Lenguaje y Cultura, Vol 23, Iss 1 (2018) (2018)
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| 59 |
Content- and Language-Integrated Learning-Based Strategies for the Professional Development of Early Childhood Education Pre-Service Teachers
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In: Ikala: Revista de Lenguaje y Cultura, Vol 23, Iss 1 (2018) (2018)
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| 60 |
The Portuguese Language Teaching Through a Literacy Project: the school newspaper
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In: Signum: Estudos da Linguagem, Vol 21, Iss 3, Pp 424-447 (2018) (2018)
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