Portuguese Linguistics I

Scholar Year: 2016/2017 - 1S

Courses

Head Teacher Responsability Ana Luísa da Piedade Melro Blazer Gaspar Costa Head

Weekly workload Hours/week T TP P PL L TC E OT OT/PL TPL O S Type of classes Lectures Type Teacher Classes Hours Contact hours Totals 1 3,20 Maria José Freire   3,20

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

To systematize previous knowledge by domain of the sciences of language;
- To relate phases of acquisition and disorders of verbal and sign language;
- To reflect on Portuguese language attitudes;
- To know linguistic and non-linguistic characteristics of oral communication;
- To acquire knowledge of the structure and functioning of writing systems;
- To integrate the use of Portuguese in the European and worldwide context;
- To publicly share doubts, views, arguments and opinions;
- To produce different types of oral and written texts;
- To develop the ability to achieve tasks and set activities within a specific time frame and autonomously;
- To use (s) language (s) as an agent of intervention and transformation of society;

Syllabus

Sciences of Language
. Areas of study
. Acquisition and development
. Language disorders
. Portuguese linguistic culture
. Phonetics and phonology
. Prosody, paralinguistic and extralinguistics
Languages in the Community
Writing systems
. Functional profile of languages
. Linguistic and communicative repertoire
. European and Indo-European languages
. Multicultural communication

Demonstration of the syllabus coherence with the UC intended learning outcomes

The first six learning outcomes of this curricular unit were formulated aiming at the direct implementation of the syllabus. In order to enhance the vertical integration of content, half of these goals (second, fourth and sixth) include different syllabus contents. All syllabus contents are covered by the six learning outcomes in question.

Teaching methodologies

Lecture by the teacher and spontaneous interventions of students (theoretical teaching and seminar).
Exercises, followed by class or plenary discussion of results (theoretical-practical teaching).
Individual, in pairs or in groups reading of texts in preparation of the following class and of complementary texts for further reading (study and evaluation).

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

The links between teaching methods and goals is most evident in the three penultimate learning outcomes.
They are especially fostered by theoretical-practical teaching, tutorial guidance and evaluation. However,
the previous objectives also imply methods, particularly theoretical teaching, seminar, study and
evaluation.

Assessment methodologies and evidences

Evaluation will include the following elements:

Class participation and autonomous work (10%);
Research paper and class presentation (40%)
Final written test assessing knowledge and skills (50%).

Bibliography

Crystal, D (1997). The Cambridge Encyclopaedia of Language, Cambridge: Cambridge University Press.
Dubois, J & outros (1994). Dictionnaire de linguistique et des sciences du langage. Paris: Larousse.
Eliseu, AS, Cardeira, E & Malagueiro, S (2008). Enciclopédia do Estudante 13 & 14. Língua Portuguesa I & II.
Carnaxide: Santillana Constância.
Faria, IH, Pedro, ER, Duarte, I & Gouveia, CAM (org.) (1996). Introdução à Linguística Geral e Portuguesa.
Lisboa: Caminho.
Margarido, A (2000). A Lusofonia e os Lusófonos: Novos Mitos Portugueses. Lisboa: Edições
Universitárias Lusófonas.
Mateus, MHM & Villalva, A (2006). O Essencial sobre Linguística. Lisboa: Caminho.
Pinto, P.F. (2001). Como Pensamos a Nossa Língua e as Línguas dos Outros. Lisboa: Editorial Estampa.
Raposo, EBP & outros (orgs)(2013). Gramática do Português. Lisboa: F.C.Gulbenkian.
Silva, VA & Costa, J (2008). Dicionário Terminológico. Lisboa: Ministério da Educação. [disponível em
http://dt.dge.mec.pt/]