(2023), v. 9, n. esp. 1 - Ensino e aprendizagem de português e espanhol como línguas estrangeiras: Interfaces

Artigos

• Contrast and interlinguistic awareness in Portuguese for Spanish Speakers in the light of the Common European Framework of Reference for Languages

  Maria Rocio Alonso Rey

  e023016

  • PDF/A (Portuguese (Brazil))
  • PDF/A (Spanish)
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  • HTML (Portuguese (Brazil))

• Teaching portuguese as an additional language to Brazilian indigenous people Reflections from an experience report

  Adria Kezia Campos Lima, Daiana Gabriela de Souza

  e023017

  • PDF/A (Portuguese (Brazil))
  • PDF/A (Spanish)
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  • HTML (Portuguese (Brazil))

• Sociocultural approaches to teaching vocabulary in heterogeneous PLA classes Didactic strategies in an academic context

  Marceli Cherchiglia Aquino

  e023018

  • PDF/A (Portuguese (Brazil))
  • PDF/A (Spanish)
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  • HTML (Portuguese (Brazil))

• Latinity from the reading of literary texts Finding and possibilities for teaching the spanish language

  Regiane Santos Cabral de Paiva, Maria Eliete de Queiroz

  e023019

  • PDF/A (Portuguese (Brazil))
  • PDF/A (Spanish)
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  • HTML (Portuguese (Brazil))

• The contribution of narrative genres in order to learn or teach the portuguese language

  Elisete Maria de Carvalho Mesquita

  e023020

  • PDF/A (Portuguese (Brazil))
  • PDF/A (Spanish)
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  • HTML (Portuguese (Brazil))

• Reconceptualization of ELE and PLE teaching and learning in contemporary times A space for otherness and active listening to restore human nature

  Ivani Cristina Silva Fernandes

  e023021

  • PDF/A (Portuguese (Brazil))
  • PDF/A (Spanish)
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  • HTML (Portuguese (Brazil))

• The teaching of portuguese as a foreign language in the context of brazilian public schools Perspectives from the analysis of academic studies

  Fernanda Silva de Oliveira, Janaína Moreira Pacheco de Souza

  e023022

  • PDF/A (Portuguese (Brazil))
  • PDF/A (Spanish)
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  • HTML (Portuguese (Brazil))

• Proofreading and rewriting texts in the acquisition of communicative competence in writing in Portuguese as a second language

  Liliane Santos

  e023023

  • PDF/A (Portuguese (Brazil))
  • PDF/A (Spanish)
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  • HTML (Portuguese (Brazil))

• Literary texts in the PFL classroom State of the issue

  Camila Solino-Rodrigues

  e023024

  • PDF/A (Portuguese (Brazil))
  • PDF/A (Spanish)
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  • HTML (Portuguese (Brazil))

• Tutoring as a space of agentive PFL teacher education

  Carolina Vianini, Daniel Lopes, Larissa Sena

  e023025

  • PDF/A (Portuguese (Brazil))
  • PDF/A (Spanish)
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  • HTML (Portuguese (Brazil))

• Northeast culture in teaching Brazilian Portuguese to foreigners at the Federal Institute of Rio Grande do Norte

  Girlene Moreira da Silva, Bruno Rafael Costa Venâncio da Silva, Luanna Melo Alves

  e023026

  • PDF/A (Portuguese (Brazil))
  • PDF/A (Spanish)
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  • HTML (Portuguese (Brazil))

• Training for teachers of Portuguese foreign language and Spanish foreign language Nearby language approaches

  Nildiceia Aparecida Rocha

  e023027

  • PDF/A (Portuguese (Brazil))
  • PDF/A (Spanish)
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  • HTML (Portuguese (Brazil))

• From paremias, variants and synonyms Interfaces between Portuguese and Spanish in the teaching and learning of PLE

  Sandra Aparecida Teixeira de Faria

  e023028

  • PDF/A (Portuguese (Brazil))
  • PDF/A (Spanish)
  • PDF/A
  • HTML (Portuguese (Brazil))
  • VÍDEO (Portuguese (Brazil))

• The Portuguese paremiological minimum, a useful tool for interpreters' linguistic training

  Ana María Díaz Ferrero

  e023029

  • PDF/A (Portuguese (Brazil))
  • PDF/A (Spanish)
  • PDF/A
  • HTML (Portuguese (Brazil))