INTERCULTURALITY in the TEACHING-LEARNING of PORTUGUESE AS A FOREIGN LANGUAGE FOR FRENCH-SPEAKERS: Application of tasks.

• Grant number: 17/06170-6
• Support Opportunities: Scholarships abroad - Research Internship - Doctorate
• Start date: July 30, 2017
• End date: July 25, 2018
• Field of knowledge: Linguistics, Literature and Arts - Linguistics - Applied Linguistics
• Principal Investigator: Nildiceia Aparecida Rocha
• Grantee: Adriana Celia Alves
• Supervisor: Nathalie Auger
• Host Institution: Faculdade de Ciências e Letras (FCL). Universidade Estadual Paulista (UNESP). Campus de Araraquara. Araraquara , SP, Brazil
• Institution abroad: Université Paul-Valéry Montpellier 3, France
• Associated to the scholarship: 15/13089-5 - PORTUGUESE AS A FOREIGN LANGUAGE: APPROACH COMUNICATIVA INTERCULTURAL THROUGH the MUSIC., BP.DR

Abstract

This plan of activities is a component part of the doctoral thesis under development entitled "Portuguese as a foreign language: an intercultural approach through music", which aims to reflect on the teaching-learning process of Portuguese as a foreign language (PLE) for French-speakers, based on the interrelationship between language and culture, promoting didactic-methodological actions. Through the research internship abroad, in the first place, we intend to deepen theoretically the perspective of teaching and learning of languages and culture, interculturality and teaching-learning of PLE, especially to Francophones. In order to understand the intercultural relations of the French and Brazilians, we are based on an analysis of twelve interactions of Teletandem (between French learners of Portuguese, universitarians students of Blaise Pascal University, and Brazilian learners of French, universitarians students of Unesp) and one hundred and twenty dailies reflective of the same students Francophones and Brazilians who participated of the teletandem. Thus, the second stage of the internship abroad will be to prepare and teach the students who participated of the teletandem, tasks with songs based on the intercultural approach, through a PLE course in France (Paul Valéry University - Montpellier III, pilot course, and Blaise Pascal University, Clermont-Ferrand). Next, we will analyze and interpret the data collected in the application of the PLE course (student's diary and applied questionnaire). Thus, this proposal consists of one of the stages of this thesis: the application of the tasks developed to Francophones, in order to verify in what sense a didactic intervention from the intercultural approach with music promotes the learning of PLE and provides a reflection on the Intercultural relations between Brazil and France. Subsequently, the teletandem interactions data will be compared with those of the PLE course, giving continuity to the doctoral project.