Linguistic variaty in teaching of Spanish for Brazilian students: treatment pronominal forms

• Grant number: 11/18485-5
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: December 01, 2011
• End date: April 30, 2013
• Field of knowledge: Linguistics, Literature and Arts - Linguistics - Applied Linguistics
• Principal Investigator: Kelly Cristiane Henschel Pobbe de Carvalho
• Grantee: Jéssyca Camargo da Cruz
• Host Institution: Faculdade de Ciências e Letras (FCL-ASSIS). Universidade Estadual Paulista (UNESP). Campus de Assis. Assis , SP, Brazil

Abstract

This paper aims to investigate the treatment given to linguistic diversity, (more specifically about the use of pronominal forms), in the Spanish/FL teaching-learning process for Brazilians, starting from the experiences developed in a Language Center and Teachers Development (LCTD) of a public university. The LCTD is a university extension project in which undergraduates of Letters find a place to develop their first experiences of foreign language teaching practice under the supervision and orientation of professors of language and methodology who are responsible for the project. Even the discussion about the treatment of variety in Spanish/foreign language teaching has been widely explored by many researchers and we see in various texts the affirmation of that it should be incorporated in a natural way to Spanish/FL teaching, in practice this does not occur frequently; it is not so easy to show them in their multiple sides. This discussion is inclusively present in the text of Curricular Orientations for Spanish Teaching in Brazil (2006, p. 134): "how to teach Spanish, this so plural language, so heterogeneous, without sacrifice its differences neither reduce them to samples without any reflection about it"? In order to develop the research, we will follow the methods of action research that preview the following steps: identification, planning, action, and results. As an instrument of data collection, we will use recorders from language orientation meetings (with the professor who is responsible for the project), recorders of classes at LCTD, notebooks of reflective activities, interviews, and questionnaires.(AU)