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A publicação pode ser exportada nos seguintes formatos: referência da APA (American Psychological Association), referência do IEEE (Institute of Electrical and Electronics Engineers), BibTeX e RIS.

Exportar Referência (APA) 
Matias, A. R., Oliveira, N. & Ortiz, A. (2016). Implementing training in Portuguese for speakers of other languages in Portugal: the case of adult immigrants with little or no schooling. Language and Intercultural Communication. 16 (1), 99-116
Exportar Referência (IEEE) 
A. R. Matias et al.,  "Implementing training in Portuguese for speakers of other languages in Portugal: the case of adult immigrants with little or no schooling", in Language and Intercultural Communication, vol. 16, no. 1, pp. 99-116, 2016
Exportar BibTeX 
@article{matias2016_1732197772018,
	author = "Matias, A. R. and Oliveira, N. and Ortiz, A.",
	title = "Implementing training in Portuguese for speakers of other languages in Portugal: the case of adult immigrants with little or no schooling",
	journal = "Language and Intercultural Communication",
	year = "2016",
	volume = "16",
	number = "1",
	doi = "10.1080/14708477.2015.1113754",
	pages = "99-116",
	url = "http://www.tandfonline.com/doi/full/10.1080/14708477.2015.1113754"
}
Exportar RIS 
TY  - JOUR
TI  - Implementing training in Portuguese for speakers of other languages in Portugal: the case of adult immigrants with little or no schooling
T2  - Language and Intercultural Communication
VL  - 16
IS  - 1
AU  - Matias, A. R.
AU  - Oliveira, N.
AU  - Ortiz, A.
PY  - 2016
SP  - 99-116
SN  - 1470-8477
DO  - 10.1080/14708477.2015.1113754
UR  - http://www.tandfonline.com/doi/full/10.1080/14708477.2015.1113754
AB  - Courses in Portuguese for Speakers of Other Languages, in particular for adult immigrants, have been steadily expanding in Portugal over the last 15 years. These programmes aim to promote educational and labour market integration, access to Portuguese nationality, and cognitive development. This paper argues that official
Portuguese learning policies have mainly targeted a population with an immigrant background that fails to represent the full range of adult immigrants’ needs. In particular, less educated adult immigrants’ educational needs have been persistently neglected. Considering that, hitherto, approximately 9% of trainees have been adult immigrants with little or no schooling, this group has not received sufficient attention in policy measures,
nor has it been fully accommodated in institutional terms. As a starting point, the paper identifies the place of adult immigrant literacy in international and national discussions. Subsequently, it discusses the main official programmes offering Portuguese for Speakers of Other Languages to adult immigrants. The data from the main programmes were backed up by fieldwork, in particular interviews carried out with teachers and public officials which highlight the main barriers and strategies impacting on this group. Finally, we argue that programmes should consider tailormade solutions, given the counterproductive heterogeneity of classes and the arbitrariness of informal procedures.
ER  -