Publication
The place of grammar in the teaching of English in Portugal
| Summary: | Grammar has always been present in different teaching methods and approaches. However, the place of grammar in these methods has shifted throughout the centuries, from a central place in the grammar and translation approach to a more eclectic and integrated approach. In Portugal, it was harsh to overcome the weight of tradition and free the teaching of languages from traditional and old-fashioned approaches. Our purpose is to thoroughly analyse the 1995 and 1996 syllabi, which were issued by the Ministry of Education and oriented the teaching of different subjects in Basic and Secondary Education, and compare them to the new Curricular Targets that saw the light between 2013 and 2015. Another stakeholder in this equation is the role of publishing houses, which put out coursebooks for schools. We intend to complement our work with the micro- and macroanalysis of a sample of English coursebooks, which will enable us to reach an overall perspective of the Portuguese three-term equation. |
|---|---|
| Main Authors: | Martins, Cláudia |
| Other Authors: | Cardoso, Nazaré |
| Subject: | Teaching methodology Teaching of grammar National syllabi Publishers Coursebook analysis |
| Year: | 2017 |
| Country: | Portugal |
| Document type: | article |
| Access type: | open access |
| Associated institution: | Instituto Politécnico de Bragança |
| Language: | English |
| Origin: | Biblioteca Digital do IPB |
| Summary: | Grammar has always been present in different teaching methods and approaches. However, the place of grammar in these methods has shifted throughout the centuries, from a central place in the grammar and translation approach to a more eclectic and integrated approach. In Portugal, it was harsh to overcome the weight of tradition and free the teaching of languages from traditional and old-fashioned approaches. Our purpose is to thoroughly analyse the 1995 and 1996 syllabi, which were issued by the Ministry of Education and oriented the teaching of different subjects in Basic and Secondary Education, and compare them to the new Curricular Targets that saw the light between 2013 and 2015. Another stakeholder in this equation is the role of publishing houses, which put out coursebooks for schools. We intend to complement our work with the micro- and macroanalysis of a sample of English coursebooks, which will enable us to reach an overall perspective of the Portuguese three-term equation. |
|---|