ENSINO E APRENDIZAGEM DE PORTUGUÊS COMO LÍNGUA DE ACOLHIMENTO (PLAC): SUBSÍDIOS PARA PRÁTICAS DOCENTES DIRECIONADAS: SUBSÍDIOS PARA PRÁTICAS DOCENTES DIRECIONADAS.

Brazil, in recent years, has been reaching a large influx of immigrants, most of them coming from border countries facing social, economic and political crisis, in search of better living conditions. They face many challenges in the new country and language is one of them. In order to supply this ne...

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Autores principales: Isabella Saliba Pereira Chilante, João Fábio Sanches Silva
Formato: article
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ES
PT
Publicado: Nepan editor 2019
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Acceso en línea:https://doi.org/10.29327/212070.7.2-18
https://doaj.org/article/6671784c464a4f5b93b6dedbaf7e7dae
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spelling oai:doaj.org-article:6671784c464a4f5b93b6dedbaf7e7dae2021-11-19T23:07:32ZENSINO E APRENDIZAGEM DE PORTUGUÊS COMO LÍNGUA DE ACOLHIMENTO (PLAC): SUBSÍDIOS PARA PRÁTICAS DOCENTES DIRECIONADAS: SUBSÍDIOS PARA PRÁTICAS DOCENTES DIRECIONADAS.https://doi.org/10.29327/212070.7.2-181807-18562525-5924https://doaj.org/article/6671784c464a4f5b93b6dedbaf7e7dae2019-12-01T00:00:00Zhttps://periodicos.ufac.br/index.php/mui/article/view/2904https://doaj.org/toc/1807-1856https://doaj.org/toc/2525-5924Brazil, in recent years, has been reaching a large influx of immigrants, most of them coming from border countries facing social, economic and political crisis, in search of better living conditions. They face many challenges in the new country and language is one of them. In order to supply this need for efficient communication by immigrants, the concept of Portuguese as Host Language (PHL) was born. Considering that this is an emerging area in Brazil, we aim to provide in this article valuable information for assertive teaching practices by analyzing the linguistic profile of learner immigrants of PHL based on data collected in questionnaires, interviews and narrative. The re-sults suggest that the immigrant public has characteristics that differentiate them from learners of Portuguese as a foreign language, and the teacher in the PHL area should be aware of these specificities and prioritize activities that meet the needs of this public.Isabella Saliba Pereira ChilanteJoão Fábio Sanches SilvaNepan editorarticleportuguesehost languageimmigrantsHistory of scholarship and learning. The humanitiesAZ20-999ENESPTMuiraquitã, Vol 7, Iss 2, Pp 243-254 (2019)
institution DOAJ
collection DOAJ
language EN
ES
PT
topic portuguese
host language
immigrants
History of scholarship and learning. The humanities
AZ20-999
spellingShingle portuguese
host language
immigrants
History of scholarship and learning. The humanities
AZ20-999
Isabella Saliba Pereira Chilante
João Fábio Sanches Silva
ENSINO E APRENDIZAGEM DE PORTUGUÊS COMO LÍNGUA DE ACOLHIMENTO (PLAC): SUBSÍDIOS PARA PRÁTICAS DOCENTES DIRECIONADAS: SUBSÍDIOS PARA PRÁTICAS DOCENTES DIRECIONADAS.
description Brazil, in recent years, has been reaching a large influx of immigrants, most of them coming from border countries facing social, economic and political crisis, in search of better living conditions. They face many challenges in the new country and language is one of them. In order to supply this need for efficient communication by immigrants, the concept of Portuguese as Host Language (PHL) was born. Considering that this is an emerging area in Brazil, we aim to provide in this article valuable information for assertive teaching practices by analyzing the linguistic profile of learner immigrants of PHL based on data collected in questionnaires, interviews and narrative. The re-sults suggest that the immigrant public has characteristics that differentiate them from learners of Portuguese as a foreign language, and the teacher in the PHL area should be aware of these specificities and prioritize activities that meet the needs of this public.
format article
author Isabella Saliba Pereira Chilante
João Fábio Sanches Silva
author_facet Isabella Saliba Pereira Chilante
João Fábio Sanches Silva
author_sort Isabella Saliba Pereira Chilante
title ENSINO E APRENDIZAGEM DE PORTUGUÊS COMO LÍNGUA DE ACOLHIMENTO (PLAC): SUBSÍDIOS PARA PRÁTICAS DOCENTES DIRECIONADAS: SUBSÍDIOS PARA PRÁTICAS DOCENTES DIRECIONADAS.
title_short ENSINO E APRENDIZAGEM DE PORTUGUÊS COMO LÍNGUA DE ACOLHIMENTO (PLAC): SUBSÍDIOS PARA PRÁTICAS DOCENTES DIRECIONADAS: SUBSÍDIOS PARA PRÁTICAS DOCENTES DIRECIONADAS.
title_full ENSINO E APRENDIZAGEM DE PORTUGUÊS COMO LÍNGUA DE ACOLHIMENTO (PLAC): SUBSÍDIOS PARA PRÁTICAS DOCENTES DIRECIONADAS: SUBSÍDIOS PARA PRÁTICAS DOCENTES DIRECIONADAS.
title_fullStr ENSINO E APRENDIZAGEM DE PORTUGUÊS COMO LÍNGUA DE ACOLHIMENTO (PLAC): SUBSÍDIOS PARA PRÁTICAS DOCENTES DIRECIONADAS: SUBSÍDIOS PARA PRÁTICAS DOCENTES DIRECIONADAS.
title_full_unstemmed ENSINO E APRENDIZAGEM DE PORTUGUÊS COMO LÍNGUA DE ACOLHIMENTO (PLAC): SUBSÍDIOS PARA PRÁTICAS DOCENTES DIRECIONADAS: SUBSÍDIOS PARA PRÁTICAS DOCENTES DIRECIONADAS.
title_sort ensino e aprendizagem de português como língua de acolhimento (plac): subsídios para práticas docentes direcionadas: subsídios para práticas docentes direcionadas.
publisher Nepan editor
publishDate 2019
url https://doi.org/10.29327/212070.7.2-18
https://doaj.org/article/6671784c464a4f5b93b6dedbaf7e7dae
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