Ensino-aprendizagem de PLH em contextos híbridos: uma análise comparativa
Abstract
Numerous factors influence the maintenance and individual proficiency of heritage speakers. To maintain a language, a tripod is needed: family-school-community (Kagan 2005). The teaching-learning of Portuguese as a heritage language outside the family occurs in various contexts: churches, community schools, universities, and language centers (Caldeira 2021; Spitz 2018; Sousa 2016; Jennings-Winterle and Lima-Hernandes 2015). Considering this demand, we focus on the latter elements (school-community) and seek to understand the characteristics of PHL classes in university, language courses, and community school contexts. We analyzed their characteristics and created a radial category (Rosch 1975; Lakoff 1987) starting from the beliefs of the community school teachers investigated in Spitz (2018). In this category, a prototypical understanding of PHL class was formed. We compared the analyses to emerging understandings from the other contexts and realized that the initially outlined beliefs about class are not shared by the university and private course teachers.
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The Portuguese Language Journal is an open-access journal under the Creative Commons CC BY NC 4.0 License. Users are permitted to read, download, copy, distribute, print, search, or link to its articles' full texts and use them for any other lawful purpose. All the articles published in this journal are free to access immediately from the publication date.
