Archives

  • 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

  • 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.

  • 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

  • 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 Florida

    The 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 Members  

    Agripino 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 #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

  • 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

  • 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

  • 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

     

     

  • 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

     

  • 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

  • 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