PT|EN
Multiculturality and Teaching Portuguese Language
Courses Master's Degree in Studies on Portuguese Language
Cod: 52041
Department: DH
ECTS: 6
Scientific area: Communication Sciences
Total working hours: 156
Total contact time: 33

It focuses on the present Portuguese situation of multiculturalism. It intends to develop the Intercultural Competence of educators and their students in multicultural contexts and to pursue a review of conceptualizations of intercultural communication competence in relation to the preparation and development of teachers. Students must understand the nature of competence in native communication and to extend such conceptions to the requisite adaptations across linguistic and cultural contexts. They also must attain sensitivity and skills themselves but be able to transmit this to the young people in their charge.

In the end of the unit, the student will be able to: see diversity as a richness and source of creativity; promote dialogue and dialogical competence; create inclusive work with inclusive communication; include intercultural communication in the curricula to enhance cultural self and other awareness and give participants tools to reflect upon and analyze intercultural interactions.

1. Intercultural competence in teacher education: international Worldview
2. The intercultural speaker and the teaching of Portuguese: discussion of theories and models 3. Intercultural competence in practice: syllabus design and methodological issues

Conselho da Europa, 2001 [2000], Quadro Europeu Comum de Referência para as Línguas, tradução de Joana do Rosário e Nuno Soares, Lisboa:Asa.
Byram, M., 2009, “Intercultural Competence in Foreign Languages” in Darla Deardorff, The Sage Handbook of Intercultural Competence, Los Angeles / London / New Delhi / Singapore / Washington D. C: Sage Pub., pp. 321-332.
Cushner, K. e J. Mahon, 2009, “Intercultural Competence in Teacher Education”, in Darla Deardorff, The Sage Handbook of Intercultural Competence, Los Angeles / London / New Delhi / Singapore / Washington D. C: Sage Pub., pp. 304-319.
Lázár, I., 2003, Incorporating intercultural communicative competence in language teacher education, European Centre for Modern Languages, Kapfenber:Council of Europe.
Spitzberg, B. e G. Changnon, 2009, “Conceptualizing Intercultural Competence”, in Darla Deardorff, The Sage Handbook of Intercultural Competence, Los Angeles / London / New Delhi / Singapore / Washington D. C: Sage Pub., p. 2-52.

E-learning (fully online).

Evaluation is made on individual basis and it involves the coexistence of two modes: continuous assessment (60%) and final evaluation (40%). Further information is detailed in the Learning Agreement of the course unit.

A unidade curricular pressupõe competência de leitura na língua inglesa e francesa