Grammar and Text

Scholar Year: 2023/2024 - 2S

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 2,10 Susana Paula Pereira   3,20

Teaching language

Portuguese

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

- To mobilize knowledge about the Portuguese language, linguistics, and literature for the development of personal and professional skills of future language teachers in oral communication, writing, and reading.
- To deepen the knowledge of tools for linguistic analysis, textual and discursive analysis, and literary analysis.
- To acknowledge new concepts about Grammar, linguistic variation, and linguistic normalization.
- To study theoretical models of Text and classificatory approaches of textual typologies.
- To analyze characteristics of texts from different genres, literary and non-literary, verbal and multimodal.
- To expand knowledge about texts, suitable for Reading and Literary Education in the 1st and 2nd cycles of basic education, which enhances the pleasure of reading and the awareness of linguistic variation, promoting attitudes of linguistic self-confidence and interest in language diversity.

Syllabus

A. Grammar: between variation and norm
- Areas of grammatical knowledge, linguistic variation and normalization.
- Types of linguistic variation.
- Instruments for linguistic standardization.
B. Text: between lines of meaning construction
- Levels of textual organization, thematic structure and informational structure.
- Textuality properties. Coherence and types of cohesion.
- Classification of text types and the concept of textual sequence.
- Textual genres.
C. Grammar and Text: within the limits of interpretation
- Principles regulating language usage.
- Interpretation of linguistic expressions:
• Semantic relationships and inferences;
• Conventional and conversational implications;
• Linguistic processes building rhetorical figures and tropes.
- Linguistic awareness of variation in literary reading.

Demonstration of the syllabus coherence with the UC intended learning outcomes

The purpose of Grammar and Text is to empower future teachers, to be autonomous in the use of conceptual tools for linguistic, textual, discursive, and literary analysis of texts which may integrate an open canon for the 1st and 2nd cycles of basic education. To achieve this purpose, the learning objectives entail previous knowledge and the conceptual deepening of themes on Grammar and Text. As a response to the framework of an inclusive education, valuing identities and diversity, particular emphasis is given to the articulation between contents of literary education and knowledge on linguistic variation, in order to develop learning objectives that enhance positive attitudes towards linguistic diversity.

Teaching methodologies

Teaching methodologies at the Grammar and Text will focus on the students' metalinguistic activity, through situations of (i) reading and discussing theoretical texts, (ii) reading and analyzing texts of different genres, and (iii) interaction and joint discussion of the syllabus’ themes, together with moments of (iv) explanation and systematization of new knowledge. We will seek to follow a methodology that induces reflection on themes about grammar and Text, based on a social organization in which peer and group work, co-creation and sharing of solutions are privileged.
The use of inverted classrooms and the participation in Moodle discussion forums is foreseen. The learning assessment will be supported by a digital reflective portfolio, which will include a collaborative work dimension (textual analysis task) (50%), and an individual work dimension(reflective report on the subject themes) (50%).

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

The methodologies that enhance the students' metalinguistic and metatextual activity promote their autonomy in critically reflecting on texts from diverse genres and consolidate personal and professional skills in oral communication, writing and reading. Based on these methodological approaches, it is also expected that students will achieve greater linguistic self-confidence and greater confidence in the analysis and reflection on language data and on the functioning of texts, essential skills for language teachers, according to the profile outlined by the learning objectives.

Bibliography

DGE (2008). Dicionário Terminológico em Linha. https://dt.dge.mec.pt/
Duarte, I. (2000). Língua Portuguesa – Instrumentos de Análise. Universidade Aberta.
Duarte, I. (2003). Aspetos Linguísticos da Organização Textual. In Mateus, Brito, Duarte, & Faria (Eds.). Gramática da Língua Portuguesa (pp. 85-123). 5.ª ed. Caminho.
Lopes, A. & Carapinha, C. (2013). Texto, Coesão e Coerência. Almedina.
Mendes, A. (2013). Organização Textual e Articulação de Orações (pp. 1691-1758). In Raposo, Nascimento, Mota, Segura, & Mendes (Orgs.).Gramática do Português. Fundação Calouste Gulbenkian.
Silva, P. (2012). Tipologias Textuais. Como Classificar Textos e Sequências. Almedina.