Teacher training in Mercosur : approach (s ) in teaching similar languages Portuguese Foreign Language ( PLE ) and Spanish Foreign Language ( ELE)

• Grant number: 16/18540-0
• Support Opportunities: Regular Research Grants
• Duration: February 01, 2017 - July 31, 2019
• Field of knowledge: Linguistics, Literature and Arts - Literature - Modern Foreign Languages
• Principal Investigator: Nildiceia Aparecida Rocha
• Grantee: Nildiceia Aparecida Rocha
• Host Institution: Faculdade de Ciências e Letras (FCL). Universidade Estadual Paulista (UNESP). Campus de Araraquara. Araraquara , SP, Brazil
• Associated scholarship(s): 18/04961-9 - Teacher training in Mercosur: approach (s) in language teaching next Portuguese Foreign Language (PLE) and Spanish Foreign Language (ELE), BP.TT

Abstract

Currently, in the context of internationalization of the national languages, the teaching Portuguese as a Foreign Language (PLE) and Spanish as a Foreign Language (ELE) has had a significant growth in both the national globalization of public policy in the Spanish-speaking countries and countries Lusophone speech, as well as the recovery in the world in general, the teaching of languages as foreign as a component of communicative-discursive competence, cultural and social. From this context, this research project aims to identify and analyze the different and varied approaches to teaching and learning that are being put into practice in the teaching of PLE and ELE, specifically in courses of teacher training spoken languages in the context of America South, in particular in the following Mercosur countries: Argentina, Brazil, Paraguay and Uruguay. I also believe, relevant to verify the historical course of the cited language teaching approaches in specified contexts and analyze what approaches were most prevalent along the educational history of the studied languages and on which political discourse materiality and didactic-pedagogic materialized; also I intend to scrutinize more closely, the most used approaches in our present time of globalization and communicative-discursive integration, according to the political and social implications, as well as technology; therefore, I will grant to develop an interpretative framework of the analyzed data on the (s) approach (s) in teaching and PLE and ELE learning in the above context and its relevance in the process of internationalization of these languages as foreign languages. (AU)