Language and Textual Practice

Scholar Year: 2018/2019 - 1S

Courses

Head Teacher Responsability Ana Cristina Crespo Pires Sequeira 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 4,00 Ana Cristina Sequeira   4,00

Teaching language

Portuguese

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

Diagnose the diversity of linguistic practices present in the community (s).
Integrate the use of the Portuguese language in the lusophone and world context.
Reflect on the structure and functioning of the Portuguese Language.
Understand and produce a diversity of texts, either orally, or in writing, according to different typologies, intentionalities and styles.
Develop communicative and argumentative competence.
Perspectives on the importance of the Portuguese language in personal, academic and professional formation.
Recognize and use the specific discourses and vocabulary proper of the intervention contexts.
Consolidate verbal language development processes.
Develop the capacity to accomplish timely and autonomously proposed tasks and activities.

Syllabus

1. Domain of the Portuguese Language as an instrument of cognition and communication. Contexts and communicative needs. Instruments to support the study.
2. Language sciences: basic concepts. Language, language, speech. Synchrony and diachrony. Orality and writing.
3. Levels of language. Standard and deviation (s). Synthesis of the history of the Portuguese Language.
4. Language structure and functioning: critical areas - Phonological, morphological, syntactic, semantic and pragmatic aspects. Questions of spelling, accentuation and punctuation. Word formation. Forms of treatment in Portuguese.

Demonstration of the syllabus coherence with the UC intended learning outcomes

The unit aims to be a place of learning and reflection on the Portuguese language as an object of study, not so much as an autonomous object, but as production and comprehension of texts, and because the practice involves textual situations of language use oral and written educational opportunities to create, through the understanding and production of various types of texts are potentiating the development of communication skills of students.

Teaching methodologies

Exhibitions by the teacher, in interaction with visual language slides and spontaneous student interventions.
Conducting, in pairs or in a group, exercises in (a) inference of knowledge, (b) application of knowledge to new situations and (c) systematization of acquired knowledge, followed by collective or plenary discussion of results.

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

The fact that the starting point be verified in the communicative needs of students and / or identified by them, as well as focus on developing skills of problem solving, analysis and synthesis, to exercise critical thinking and autonomy are testimony. Yet another testimony relates to the monitoring tutorial that will take place in the presence and also the support from a distance, through the Moodle platform.

Assessment methodologies and evidences

Presential. The students must attend 75% of the classes, and the working students must inform the teacher at the beginning of the semester to arrange how to organize the work to be developed.

Attendance system

Presential. The students must attend 75% of the classes, and the working students must inform the teacher at the beginning of the semester to arrange how to organize the work to be developed.

Bibliography

Aguiar e Silva, V. & Costa, J. (2008).Dicionário Terminológico. Lisboa: Ministério da Educação.
Cardeira, E. (2006).História do Português. Lisboa:Caminho.
Coulmas, F. (ed) (1997).The Handbook of Sociolinguistics. Oxford: Blackwell.
Cunha, C. & Cintra, L. (1984). Nova Gramática do Português Contemporâneo. Lisboa:Sá da Costa.
Duarte, I.(2000).Língua Portuguesa. Instrumentos de análise. Lisboa:U.Aberta.
Gordon Jr., R.G. (ed) (2005).Ethnologue. Languages of the World. 15th Ed. Dallas, TX: SIL.
Lomas, C. (2003). O valor das palavras (I) Falar, ler e escrever nas aulas. Porto: Edições ASA.
Lomas, C. (2006). O valor das palavras (II) Gramática, literatura e cultura de massas na aula. Porto: Edições ASA.
Mateus, M.H.M. & Villalva, A. (2006).O Essencial sobre Linguística. Lisboa:Caminho.
Mateus, M.H.M. & Cardeira, E. (2007). Norma e Variação. Lisboa:Caminho.
Neves, D. P. & Oliveira, V. M. (2001). Sobre o texto: Contribuições teóricas para práticas textuais. Porto: Edições ASA.
Saussure, F.(1992).Curso de Linguística Geral. Lisboa: D.Quixote.
Sousa, O.& Cardoso, A. (Eds). ( 2008). Desenvolver competências em Língua Portuguesa. Lisboa: Centro Interdisciplinar de estudos Educacionais da ESE de lisboa.