Archives
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PLJ #9: Portuguese in the World Today
Vol. 9 (2015)This issue is included in a retrospective of the articles published from volumes 1-9. It is the journal's first volume in a bound version of printed articles on paper.
Articles
Blended learning no ensino de português língua estrangeira adicional: tarefas assíncronas extra-classe
Antônio Márcio da Silva, University of Kent
Lucia Rottava, Universidade Federal do Rio Grande do Sul
A aquisição do ritmo do português brasileiro por africanos francófonos: uma proposta de análise acústica
Eugênia Magnólia da Silva Fernandes, University of California, Davis
Brasileirices: trabalhando com vídeos no ensino de Português como Língua Estrangeira (PLE) e cultura brasileira
Camilla Wootton Villela
Graziela Naclério Forte
Luso-Hawaiiano: Accessing authentic historical texts for the L2 classroom
Rachel Mamiya Hernandez, University of Hawai‘i at Mānoa
O recurso linguístico da segunda geração dos brasileiros na sociedade japonesa
Sumiko Haino, Kanagawa University, Japan
A Significant and Team-Based Learning Approach in the Portuguese Classroom
Maria Consuelo Guerrero, University of Texas, Rio Grande Valley
Grammatical gender in the interlanguage of English-speaking learners of Portuguese
Edvan Brito, Defense Language Institute
Reviews
Flannery, Mércia Regina Santana. Uma Introdução à Análise Linguística da Narrativa Oral: Abordagens e Modelos. Pontes Editores. Campinas São Paulo. Coleção NPLA. Volume 42. 2015.
Maria Antonia Cowles, University of Pennsylvania
Adão, Deolinda M. As Herdeiras do Segredo. Personagens Femininas da Ficção de Inês Pedrosa. Alfragide, Portugal: Texto Editores, Lda., 2013. P 223. ISBN 978-972-47-4658-6. (Link)
Denise M. Osborne, University of Arizona & University of Wisconsin-Platteville
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Voices of Leadership: WOMEN IN PORTUGUESE LANGUAGE PROGRAMS IN U.S. HIGHER EDUCATION
Vol. 19 No. Special Issue (2025)This special edition of PLJ honors the contributions of women who teach Portuguese in the U.S. It began with an inspiring conversation among women educators at a conference. As we shared our teaching experiences, it became clear that many of us were facing similar challenges: limited resources, insufficient support for smaller programs, and often being the sole faculty members in our departments. We juggle teaching, curriculum development, research, and administrative duties, often with minimal backing.
These discussions highlighted the fact that although many of us work in isolation, we are never truly alone. We are supported by a broad network of educators committed to teaching Portuguese and advocating for its place in education. Through collaboration and mutual support, we share resources, advice, and encouragement that help us grow both personally and professionally. This sense of community sustains us, enabling us to carry on with hope and determination. Thus, we continue to innovate, build strong communities, and offer students an education that goes beyond language learning.
In academia, we are frequently defined by the programs we lead, the courses we teach, and the projects we manage. As we reflected on our professional paths, we recognized the significant, yet often understated role of women in education. We bring our identities as women into the classroom; each of us carries personal histories that shape our approaches to teaching and mentoring. These experiences influence how we connect with our students and engage with the world. And yet, we seldom take the time to reflect on who we are or on how our quiet strength, steadfast commitment, and unwavering dedication contribute to advancing language education.
This compilation brings together the voices of 17 women teaching Portuguese at the college level in the U.S. While these stories represent only a small fraction of our community, they offer a glimpse into the resilience, diversity, and determination that characterize many women educators in our field. Despite systemic inequalities, these women’s passion and dedication continue to shine through. We are driven by the belief that our work is vital - not only for the growth of Portuguese as a foreign language but also for fostering a deeper understanding of culture, history, and global citizenship.
Writing these narratives has been deeply personal for many of us. Reflecting on our journeys often means revisiting challenging moments and stepping away from the academic tone we usually adopt. Each educator sheds light on different facets of their experience, from building language programs to balancing professional and personal responsibilities. Together, these stories form a rich and varied collection of voices, each offering a unique perspective.
As you read these stories, we invite you to reflect on the diverse experiences shared by the authors. Some of us found our way to teaching Portuguese by chance, others by choice. What unites us is our unwavering belief in the power of language to bridge cultural divides. These narratives are not only for language educators; they speak to anyone who believes in the power of education to foster deeper connections to culture, history, and shared human experience.
For those beginning their careers in education, these narratives provide valuable insight into the persistence, creativity, and adaptability needed to succeed. Despite the aforementioned challenges, teaching is immensely rewarding. We hope these voices will inspire future educators and remind them that their work is essential in building a world where understanding and connection thrive.
We proudly celebrate that everyone involved in this edition - from authors to the editorial team - are women, and it would not have been possible without their support, collaboration, and shared wisdom. Their input has enriched this issue through written contributions, feedback, encouragement, and behind-the-scenes efforts, and for that, we are deeply grateful.
We hope these stories raise awareness about the vital role language educators play and help us advocate for the resources necessary to ensure the continued growth and sustainability of our programs. Together, we are not merely teaching a language; we are nurturing the future of global understanding.
Nilma N. Dominique
Massachusetts Institute of Technology
Célia Bianconi
Boston University
Guest Editors
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Portuguese Language Journal: Fall 2024
Vol. 18 No. 1 (2024)It is with great pleasure that I present the new issue of the Portuguese Language Journal. This edition represents yet another important step in our ongoing mission to promote research and scholarship in the fields of language acquisition, literature, translation, and other topics related to the Portuguese language. I would like to extend my deepest gratitude to our dedicated reviewers, whose expertise and meticulous evaluation ensure the quality of the work we publish. I also wish to express my sincere appreciation to the American Organization of Teachers of Portuguese (AOTP) for their unwavering support, as well as to its esteemed president, Eugênia Fernandes, for her valuable collaboration. My profound thanks also go to my co-editor, Vivian Flanzer. I would also like to express my sincere gratitude to all the authors who submitted manuscripts for this issue. Their dedication to advancing research in Portuguese language studies, as well as their willingness to share their insights and scholarly work, plays a crucial role in fostering meaningful academic discussions. Their contributions not only enrich our journal but also help strengthen the broader intellectual community committed to Portuguese language acquisition, literature, and translation. We deeply appreciate their commitment to rigorous research and their efforts in shaping the future of our field. The authors contributing to this issue come from diverse academic backgrounds and institutions in Uruguay, the United States, and Brazil. Their research reflects a broad spectrum of interests within Portuguese studies, offering valuable insights into language teaching and learning. Damián Díaz presents a qualitative study on biliteracy, examining the language development of Spanish-speaking post-secondary students in Uruguay learning Portuguese as an additional language. His research highlights the relevance of academic writing tasks and instructional strategies on fostering productive cross-linguistic transfers. Caroline Diniz Ainsworth and Desirée Oliveira investigate the perceptions of Spanish-speaking students and their instructor in the process of learning Portuguese as a third language (L3). Their study, conducted in a university setting in the United States, reveals key linguistic challenges and advantages faced by learners, emphasizing the role of crosslinguistic influence in language acquisition. Eleone Ferraz de Assis and Rogger Teles Fagundes explore the centrality of textual genres in Portuguese language teaching as outlined in Brazilian curricular guidelines. Their research provides a critical analysis of how these guidelines shape language instruction, reinforcing the role of text as a fundamental unit of communication and learning. Ivian Boruchowski and Leila DaCosta examine sociolinguistic factors influencing the acquisition of Portuguese as a heritage language among university students. The study underscores the importance of early exposure, family attitudes, and literacy development in maintaining and advancing heritage language proficiency. The contributions in this issue underscore the growing relevance of Portuguese language studies across different linguistic and cultural contexts. Their findings offer valuable perspectives for educators, researchers, and school administrators. As we continue to expand the reach and impact of the Portuguese Language Journal, I encourage our readers to engage with the insightful work presented in this issue and to consider contributing to future editions. The next call for papers opens next month, and we are excited about our upcoming thematic issue to be published on March 8, commemorating the International Women’s Day and celebrating women researchers and educators that have helped promote the Portuguese Language in the U.S. This special issue will be guest-edited by Dr. Celia Bianconi and Dr. Nilma Dominique, and we look forward to the valuable contributions it will bring to our field. Thank you for your continued support and commitment to the study and promotion of the Portuguese language.
Luciane Maimone
Editor
Missouri State University
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Portuguese Language Journal: Fall 2023
Vol. 17 (2023)Com senso de coletividade e alegria, a American Organization of Teachers of Portuguese (AOTP) apresenta mais uma edição da revista Portuguese Language Journal (PLJ), uma publicação anual que reflete o compromisso colaborativo, educacional e científico da organização, em parceria com o Centro de Estudos Latino-Americanos da Universidade da Flórida e o Centro Latino-Americano e Caribenho da Florida International University. Esta revista, hospedada desde 2023 na plataforma Open Journal Systems (OJS), indexada no Modern Language Association (MLA) Directory of Periodicals, Directory of Open Access Journals (DOAJ) e Red Iberoamericana Innovación y Conocimiento (REDIB), tem se dedicado a fornecer uma plataforma para a democratização dos estudos sobre o ensino e aprendizado da língua portuguesa. Cada pesquisa apresentada nesta edição aborda temáticas fundamentais e contemporâneas para ensino da língua portuguesa, com estudos que nos levam da inclusão de texto literários nos cursos de língua por meio de quadrinhos à representação do rap brasileiro. Convidamos entusiasticamente pesquisadores a considerarem a oportunidade de contribuir para a edição de 2024 do PLJ, fortalecendo ainda mais o diálogo e avanço do campo. Agradecemos a todos que integram nossa comunidade, tão dedicada ao desenvolvimento e promoção da língua portuguesa.
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PLJ #10: Ten-year Special Edition
Vol. 10 (2016)This issue is a retrospective published from volumes 1-9. It is the journal's first volume in a bound version of printed articles on paper.
INTRODUCTION
Mary Risner
University of FloridaThe purpose of this ten-year anniversary edition of the Portuguese Language Journal (PLJ) is to celebrate the efforts and dedication of all those who have contributed as editors, authors, or reviewers since its founding in 2006. I envisioned the idea for the PLJ in late 2005 as project director for a U.S.-Brazil FIPSE/CAPES exchange where language learning was a key component. I decided to allocate some grant funds to develop a language resource that would raise the visibility of Portuguese language teaching and help advance the field. In my interaction with other Portuguese colleagues and through my own classroom experience, I had seen how Portuguese instructors had limited resources and materials for use in their courses and did not have a place to document and share teaching practice and classroom research. Hence, I envisioned creating a scholarly publication on the practical aspects of the teaching and learning of Portuguese that would bring together instructor knowledge from around the world.
At that time, there were conferences and events related to Portuguese as a second language, but only occasional edited volumes or journal issues focusing on Lusophone culture, linguistics, and literature. It was clear the time had come to offer a consistent venue for sharing materials among Portuguese language instructors. With the advent of affordable and user-friendly web platforms, it was the perfect moment to establish an open-access online journal to disseminate research and materials from across world regions, not only from the U.S. perspective.To establish the journal, I reached out to veteran Portuguese language faculty Carmen Tesser, Lyris Weideman and others for guidance to determine the format, content, and mission of the PLJ. Next I invited scholars from the U.S. and Brazil to serve as members of the editorial board and issued the first call for papers. The first annual volume was published in 2006 with support of the Center for Latin American Studies at the University of Florida, and in 2008 the PLJ received its ISSN number.
A pivotal moment for the journal was when Margo Milleret and Gláucia Silva joined the PLJ in 2010 as Editor and Associate Editor, respectively. Shortly thereafter, Maria Antonia Cowles became the Book Review Editor. In 2011, Clémence Jouët-Pastré and Fernanda Ferreira served as guest editors for Volume 5, Teaching and Learning Portuguese as a Heritage Language. In 2013, Michael Ferreira and Lyris Wiedeman served as guest editors for Volume 7, Portuguese for Spanish Speakers.
Since the first volume in 2006, PLJ has published 60 articles from universities in the U.S., Brazil, Europe, and Asia on a variety of topics. While the journal has been a small endeavor spurred by my passion for Brazil and the Portuguese language, it is rewarding that the journal has sustained itself thanks to the help of wonderful colleagues. United States Department of Education Title VI funding support in recent years from the Centers for Latin American Studies at the University of Florida, University of New Mexico and Florida International University has also been valuable in maintaining the PLJ.
The increased availability of resources and professional networking groups on the World Wide Web has helped bring together Portuguese instructors to share ideas and resources. However, moving forward the PLJ has the potential to serve as a consistent and official scholarly publication on the teaching and learning of Portuguese to continue professionalizing and advancing the field.With this anniversary issue, I am excited to see the dream of the PLJ continue as we transition to a new phase of the PLJ in an official partnership with the American Organization of Teachers of Portuguese (AOTP) thanks to the idea of Luis Gonçalves to join forces. The PLJ will keep its name, but will have a new look and a print version.
Some of the focus areas to be addressed in future volumes are Portuguese as a second language (PLE), heritage language learners, K-12 initiatives, dual-immersion schools, and the role of Portuguese in the world. The new PLJ will seek to include editorial board members from all regions of the world and aim to increase the number of article submissions and eventually the frequency of publication beyond one annual issue.
In closing, I want to once again express my gratitude to members of the editorial board and all of those who have contributed and supported the PLJ over the last ten years. I look forward to seeing the new direction of the PLJ in collaboration with the AOTP and Portuguese instructors around the globe.
Original 2006 Editorial Board
Ana Catarina Nobre de Mello, Universidade Federal do Rio de Janeiro
Ana Cristina Sousa, Universidade de Aveiro
Augusta Vono, Florida International University
Carmen Tesser, University of Georgia
Daniela Meyer, Instituto Brasil-Estados Unidos
Danúsia Torres dos Santos, Universidade Federal do Rio de Janeiro
Elizabeth Ginway, University of Florida
Lyris Wiedeman, University of Stanford
Margarete Schlatter,Universidade Federal do Rio Grande do Sul
Mark Lokensgard, St. Mary’s University, Texas
Matilde Scaramucci, UNICAMP
Orlando Kelm, University of Texas, Austin
Regina L Péret Dell´Isola, Universidade Federal de Minas Gerais
Rosa Marina de Brito Meyer, PUC-Rio
Other Editorial Board MembersAgripino Silveira, Stanford University
Antônio Simões, University of Kansas
Bebel Delgado, John Hopkins University
Celia Bianconi, Boston University
John Jensen, Florida International University (Emeritus)
Luis Gonçalves, Princeton University
Special thanks to Outreach Graduate Assistants at the University of Florida Center for Latin American Studies for their help with the journal over the years. In particular, I thank Kerry White for his work on this anniversary issue. -
PLJ #8: Best Practices Integrating the ACTFL Five C’s in Portuguese/PLE
Vol. 8 (2014)This issue is included in a retrospective of the articles published from volumes 1-9. It is the journal's first volume in a bound version of printed articles on paper.
Articles
A comunidade brasileira nos Estados Unidos como base do currículo de PLE: Os 5Cs aplicados ao ensino de português como língua estrangeira
Cristiane Soares, Tufts University
Dramatic Monologues for Advanced Low Portuguese Civilization and Culture Students
James Hussar, California State University, Fullerton
Pelas contas do rosário! A inserção da cultura brasileira através dos bordões novelísticos nas aulas de PLE
Sílvia Ramos-Sollai, Florida State University
Jamile Forcelini, Florida State University
Alan Parma, Florida State University
Storyboard as a pre-activity for Brazilian Portuguese films
Denise M. Osborne, University of Arizona
Communication and Other C’s: A Study of What Portuguese Instructors Want in Textbooks
Blair Bateman, Brigham Young University
Reviews
Gomes, Laurentino. 1808. São Paulo:Editora Planeta do Brasil, 2007. Pp.365, ISBN 978-85-7663-320-2.
Debora B. R. Zamorano, University of Texas at El Paso
Gomes, Laurentino. 1822. Rio de Janeiro:Nova Fronteira Participações S.A, 2010. Pp.351, ISBN 978-85-209-2409-9.
Debora B. R. Zamorano, University of Texas at El Paso
Gomes, Laurentino. 1889. Sao Paulo: Editora Globo S.A. 2013. Pp.415, ISBN 978-85-250-5446-3. (Link)
Debora B. R. Zamorano, University of Texas at El Paso
Sobral, Patrícia Isabel, and Clémence Jouet-Pastré. Mapeando a língua portuguesa através das artes. Newburyport: Focus, 2014. Pp 258. ISBN 978-1-58510-343-0. (Link)
Fernanda Guida, University of Georgia
Whitlam, John. The Routledge Intermediate Brazilian Portuguese Reader. New York: Routledge, 144pp.
Mercia Flannery, University of Pennsylvania
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PLJ #7: Portuguese for Spanish-speakers
Vol. 7 (2013)This issue is included in a retrospective of the articles published from volumes 1-9. It is the journal's first volume in a bound version of printed articles on paper.
Interviews:
The field of Portuguese for Spanish Speakers in the US
Ana Carvalho, University of Arizona
A área de Português para Falantes de Espanhol no Brasil
Matilde V.R. Scaramucci, Universidade Estadual de Campinas
Articles
Formação de palavras em Português
Marianne Akerberg, Universidad Nacional Autónoma de México
Language learning perceptions: The role of Spanish in L3 Portuguese acquisition
Michael W. Child, University of Arizona
O ensino de português para hispanofalantes no contexto virtual do Teletandem
Karin Adriane Henschel Pobbe Ramos, Universidade Estadual Paulista
Kelly Cristiane Hesnchel Pobbe de Carvalho, Universidade Estadual Paulista
Rozana Aparecida Lopes Messias, Universidade Estadual Paulista
Précis to the use of constructions in the teaching of Portuguese as a Third Language
Agripino S Silveira, Stanford University
Da análise da produção oral ao desenvolvimento da competência comunicativa
Cristiane Soares, Tufts University
Linguistic sibling rivalry: Mutual interference between Portuguese and Spanish
Ismênia Sales de Souza, United States Air Force Academy
Robert Lystrup, United States Air Force Academy
Lauren Scharff, United States Air Force Academy
A afirmação de si através da descoberta do outro: a aprendizagem do português em Porto Rico como experiência descolonizadora
María D. “Lolita” Villanúa, Universidad de Puerto Rico, Recinto de Río Piedras
An analysis of sempre, mesmo and bem: Brazilian Portuguese word order as applied to EFL instruction
Katherine O’Donnell Christoffersen, University of Arizona
Esse cara é meu truta! A esfera pragmática e a transferência cultural das gírias brasileiras no ensino de Português para estrangeiros
Sílvia Regina Ramos-Sollai, Florida State University
Reviews
Florissi, Susanna (org). Virando a Página: Atividades Lúdicas para aulas mais criativas. 3ª Ed. São Paulo. Special Book Services Livraria (SBS), 2009. (Link)
Dayse F. Fonseca, UNICAMP
Duolingo Website
Ellen M. Oliveira, University of Southern California
Global Language Online Support System (GLOSS) from the Defense Language Institute (DLI), Foreign Language Center
Eduardo Viana da Silva, University of California, Santa Barbara
Pimentel, Carlos. Português Descomplicado. (6a Ed). São Paulo: Editora Saraiva, 2009. (Link)
Eduardo Viana da Silva, University of California, Santa Barbara
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PLJ #6: Assessing Portuguese Skills: Research and Practice
Vol. 6 (2012)This issue is included in a retrospective of the articles published from volumes 1-9. It is the journal's first volume in a bound version of printed articles on paper
Interviews:
Portuguese Assessment at the Stanford Language Center: An interview with Lyris Wiedemann August 15, 2012.
Issues, Trends and Recommended Practice in College Foreign Language Outcomes Assessment: An Interview with John McE. Davis August, 2012.
Articles
A problemática da avaliação da produção e compreensão de textos escritos em Português para Estrangeiros
Bruno de Andrade Rodrigues, Pontifícia Universidade Católica do Rio de Janeiro
Lívia Assunção Cecílio, Alma Mater Studiorum Università di Bologna
Reviews:
Como, Elena (org.). Ao redor do mundo: Leituras em português, Vol. 1. New York: Atlântico Books, 2011.
Mércia Santana Flannery, University of Pennsylvania
Novo Avenida Brasil I – Curso Básico de Português para Estrangeiros. Emma Eberlein O.F.Lima et al. São Paulo: E.P.U., 2008.
Débora Racy Soares, UNICAMP/FAPESP
Luna, José Marcelo. Ensino de Português nos Estados Unidos: história, desenvolvimento, perspectivas. Jundiaí: Paco Editorial, 2012.
Flávia Terra Cunha, Mount Holyoke College
Como, Elena (org.). Missa do Galo e Outros Contos/Machado de Assis, Vol. 1. 1a. ed. New York: Atlântico Books, 2009. (Link)
Mércia Santana Flannery, University of Pennsylvania
Whitlam, John. Modern Brazilian Portuguese Grammar: A Practical Guide. New York: Routledge, 2011. (Link)
Agripino S. Silveira, Stanford University
Jouët-Pastré, Clémence and Patricia Isabel Sobral. Viajando através do Alfabeto: A Reading and Writing Program for Intermediate to Advanced Portuguese. Based on Moacyr Scliar’s Dicionário do Viajante Insólito. Newburyport, MA: Focus/R. Pullins, 2010 (Link)
John Jensen, Emeritus, Florida International University
Rector, Monica, Regina Santos and Marcelo Amorim. Working Portuguese for Beginners. Washington, DC: Georgetown University Press, 2010.
Ronaldo Ribeiro, The Lauder Institute, University of Pennsylvania
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PLJ #5: Teaching and Learning Portuguese as a Heritage Language
Vol. 5 (2011)This issue is included in a retrospective of the articles published from volumes 1-9. It is the journal's first volume in a bound version of printed articles on paper.
Why, Who and Where? Portuguese Language Learners and Types of Motivation
Fernanda Ferreira, Bridgewater State University
Viviane Gontijo, University of Massachusetts Dartmouth
Mapping the World of the Heritage Language Learners of Portuguese: Results from a National Survey at the College Level
Clémence Jouët-Pastré, Harvard University
Portuguese as Heritage Language in Public and Private K-12 Schools In Massachusetts
Maria de Lourdes Brasil Serpa, Lesley University
Solange de Azambuja Lira, Lesley University
A representação da cultura de uma língua minoritária: manuais de português na França
Maria Teresa Travassos Valdez, University of Massachusett Dartmouth
Teaching Portuguese to Brazilian Students at a Secondary School in the U.S.A.
Vanda Figueiredo, Fuller Middle School
Educação e cultura brasileira para falantes de herança na região de VA, MD e DC
Ana Lúcia Lico, Associação Brasileira de Cultura e Educação
Criando memórias brasileiras – Falantes de herança que aprendem brincando
Keyla Zorzella, Mensageiros da Cultura
Projeto Contadores de Estórias: Uma história de sucesso
Valeria D. da Silva-Sasser, Projeto Contadores de Estórias
Brasil em Mente – o Brasil para os brasileirinhos e suas famílias multiculturais
Felicia Jennings-Winterle, Escola Ciranda Cirandinhas
Fundação Movimento Educacionista dos E.U.A.
Arlete Falkoviski, Movimento Educacionista
Dione Q. B. Santos, Movimento Educacionista
Núcleo Educacionista de Worcester-MA
Dione Q. B. Santos, Movimento Educacionista
Reviews:
Rodrigues, Tony. LULA: Luis Inácio Brasileiro da Silva. Editora Sarandi, 2010.
Francisco Gomes de Matos, Universidade Federal de Pernambuco
Wasserman, Bonnie S. Cinema for Portuguese Conversation. Focus Publishing/R. Pullins Company, 2009. 01950ISBN 10: 1-58510-346-2.
Maria Antonia Cowles, Lauder Institute of the University of Pennsylvania
Kelm, Orlando R. and Mary E. Risner. Brazilians Working with Americans – Cultural Case Studies. University of Texas Press, 2007, 218 pp. ISBN 978-0-292-7147473-1 (Link)
Maria Antonia Cowles, Lauder Institute of the University of Pennsylvania
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PLJ #4: Building, Growing and Maintaining Portuguese Programs
Vol. 4 (2010)This issue is included in a retrospective of the articles published from volumes 1-9. It is the journal's first volume in a bound version of printed articles on paper.
Creating and Sustaining a Program of Study in Portuguese
Fernanda Ferreira, Bridgewater State College
Data-Driven Program Development
Margo Milleret, University of New Mexico
Agripino Silveira, University of New Mexico
Portuguese and the HBCU Experience: FIPSE/CAPES U.S.-Brazil Higher Education Consortia
Robert N.Anderson, Winston-Salem State University
The Creation of a Portuguese Teaching Minor for Secondary Education Majors
Blair Bateman, Brigham Young University
Linguistic, affective and disciplinary territories: Teaching Portuguese across the divide
Nicola T. Cooney, Princeton University
Innovative Technologies – New Opportunities in Language Teaching
Orlando Kelm, University of Texas at Austin
On Starting a Course Sequence for Heritage Learners of Portuguese
Gláucia V. Silva, University of Massachusetts Dartmouth
Growing and Maintaining a Portuguese Language Program in the 21st Century: Notes from an Old New England School
Clémence Jouët-Pastré, Harvard University
Portuguese at the University of Arizona
Ana Carvalho, University of Arizona
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PLJ #3: Athematic number
Vol. 3 (2008)This issue is included in a retrospective of the articles published from volumes 1-9. It is the journal's first volume in a bound version of printed articles on paper.
Heritage Language Learning and the Portuguese Subjunctive
Gláucia V. Silva, University of Massachusetts Dartmouth
O papel do conhecimento metalingüístico nos padrões de transferência no desenvolvimento da interlíngua e suas implicações pedagógicas
Ana M. Carvalho, University of Arizona
Antonio J. B. da Silva, University of Arizona
Reviews:
Português para Falantes de Espanhol - Ensino e Aquisição: Artigos selecionados escritos em Português e Inglês / Portuguese for Spanish Speakers - Teaching and Acquisition: Selected articles written in Portuguese and English, Wiedemann, Lyris & Matilide V.R. Scaramucci (Orgs/Eds), Campinas, SP: Pontes Editores, 2008. ISBN978-85-7113-279-5 (Link)
Orlando R. Kelm, University of Texas at Austin
VII Consiple 2008
Milena Máximo, Universidade Federal do Rio de Janeiro
V Encontro De Português Língua Estrangeira Do Rio De Janeiro
Milena Maximo, Universidade Federal do Rio de Janeiro
Andrea Belfort, Universidade Federal do Rio de Janeiro
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PLJ #2: Athematic number
Vol. 2 (2007)This issue is included in a retrospective of the articles published from volumes 1-9. It is the journal's first volume in a bound version of printed articles on paper.
A colocação dos nomes com função adjetiva no sintagma nominal (SN): uma proposta descritiva para as classes de português como segunda língua para estrangeiros (PL2E)
Márcia Araújo Almeida, PUC-RJ
Portuguese Heritage Language Learners: Proficiency Levels And Sociolinguistic Profiles
Fernanda L. Ferreira, Bridgewater State College
Mudanças discursivas em livros didáticos brasileiros de ensino de Português como Língua Estrangeira
Leandro Rodrigues Alves Diniz, Universidade Estadual de Campinas
Resources for Teaching Your Students to Behave Brazilian
Margo Milleret, University of New Mexico
Uso de recursos metadiscursivos em produção oral de aprendizes de português
Lucia Rottava, Birkbeck, University of London
Ada Merritt: um exemplo de escola de excelência
Beatriz Cariello, Florida International University
Língua, história e cultura brasileiras: coração de estudante
Marli Rosa, Centro Universitário Nove de Julho
Sugestões de atividades para aulas de Português como Língua Estrangeira
Antônio Márcio da Silva, University of Bristol
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PLJ #1: Athematic number
Vol. 1 (2006)This issue is included in a retrospective of the articles published from volumes 1-9. It is the journal's first volume in a bound version of printed articles on paper.
Relação fone-fonema-grafema na produção oral de aprendizes de PLE
Carlos da Silva Sobral, Universidade Federal do Rio de Janeiro
Mônica Maria Rio Nobre, Universidade Federal do Rio de Janeiro
Myrian Azevedo de Freitas, Universidade Federal do Rio de Janeiro
Framing Participation through Repetition: The Case of a Portuguese Learner in Different Settings
Gláucia V. Silva, University of Massachusetts Dartmouth
Denise Santos, The University of Reading, UK, School of Linguistics and Applied Language Studies
An Analysis of the Cultural Content of Six Portuguese Textbooks
Blair E.Bateman, Brigham Young University
Marilena Mattos, University of Minnesota
Práticas pedagógicas de português como língua estrangeira
Anita de Melo, University of Georgia
Joshua Alma Enslen, University of Georgia
Mariana Torre, University of Georgia
