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Matias, A.R., Martins, P. & Dulce Pereira (2016). Bilingual Education (Portuguese-Cape Verdean) and language and education policies in Portugal . 3rd ISA Forum of Sociology 2016, The Futures We Want: Global Sociology and the Struggles for a Better World.
Exportar Referência (IEEE)
A. R. Matias et al.,  "Bilingual Education (Portuguese-Cape Verdean) and language and education policies in Portugal ", in 3rd ISA Forum of Sociology 2016, The Futures We Want: Global Sociology and the Struggles for a Better World, Vienna, 2016
Exportar BibTeX
@misc{matias2016_1634850253095,
	author = "Matias, A.R. and Martins, P. and Dulce Pereira",
	title = "Bilingual Education (Portuguese-Cape Verdean) and language and education policies in Portugal ",
	year = "2016",
	howpublished = "Outro",
	url = "https://isaconf.confex.com/isaconf/forum2016/webprogram/Paper79907.html"
}
Exportar RIS
TY  - CPAPER
TI  - Bilingual Education (Portuguese-Cape Verdean) and language and education policies in Portugal 
T2  - 3rd ISA Forum of Sociology 2016, The Futures We Want: Global Sociology and the Struggles for a Better World
AU  - Matias, A.R.
AU  - Martins, P.
AU  - Dulce Pereira
PY  - 2016
CY  - Vienna
UR  - https://isaconf.confex.com/isaconf/forum2016/webprogram/Paper79907.html
AB  - The bilingual education project “Bilingual Class”, and the subsequent project “Multilingual School”, implemented in two schools of the 1st and 2nd cycle of basic education (2008-2013)  by the Institute of Theoretical and Computational Linguistics (current CELGA/ILTEC), were pioneers in Portuguese Schools, involving students of Portuguese and immigrant backgrounds, mainly Cape Verdean. In addition to the teaching of (and in) Cape Verdean creole, and Portuguese, focus was given to the development of the students’ implicit and explicit linguistic conscience and positive linguistic attitudes, including their families and the school community.
Research encompassed linguistic, sociolinguistic and school effects. The aim now is to continue the previous research by engaging in a new fieldwork, to improve the understanding of these students’ sociolinguistic reality, currently attending lower secondary education. The fact that immigrant background students from African Countries of Portuguese Official Language have systematically shown weaker school achievement compared either to pupils of non-immigrant origin or those of other immigrant origins, questions the efficiency of linguistic and educational policies, especially when there’s a seeming proximity between the Portuguese and minority languages, like the Cape Verdean creole. This longitudinal study, intending to evaluate the impact of an early bilingual education, is therefore especially relevant.
For this paper, we focus on the macro scale of the ongoing research, analyzing the social and historical dynamics of Portuguese language policies, to contextualize the aforementioned projects. Firstly, we identify the main lines of education policies, concerning linguistic diversity and teaching of Portuguese as a Second Language. Secondly, we relate these tendencies with the impact of the two mentioned interventions and the current educational policies deriving from an economic crisis context. In an interdisciplinary approach (sociological and sociolinguistic), the aim is to contribute to the acknowledgement of linguistic diversity in Portuguese policies, and on effective citizen-centered approaches to such complexity.
ER  -