Publicação
Learning the language of schooling in multilingual contexts
| Resumo: | The proficiency of language of schooling is directly related to the academic success of students and it is necessary for the establishment of the various interactions in schools. In addition the language of schooling is also a tool of knowedge construction and knowledge transmission, and enable students to develop their autonomy and their democratic participation. The Portuguese education system receive students with different language experiences outside the school context that influence their performance in learning and use the language of schooling. Recently, Portugal has also received many students from immigration and due to this, the population in school population is increasingly multilingual and require other ways of integrating all students who attend the school. Based on this reflection, we present an intervention project aimed to the development of language learning through arts, in a multilingual context, with a group of pupils in a primary school, in the municipality of Amadora. The results confirm students have improved their level of linguistic performance. |
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| Autores principais: | Gonçalves, Carolina Maria Dias |
| Outros Autores: | Pereira, Ágata |
| Assunto: | Language learning Language of schooling Multilingual contexts SDG 10 - Reduced Inequalities |
| Ano: | 2016 |
| País: | Portugal |
| Tipo de documento: | documento de conferência |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade Nova de Lisboa |
| Idioma: | inglês |
| Origem: | Repositório Institucional da UNL |
| Resumo: | The proficiency of language of schooling is directly related to the academic success of students and it is necessary for the establishment of the various interactions in schools. In addition the language of schooling is also a tool of knowedge construction and knowledge transmission, and enable students to develop their autonomy and their democratic participation. The Portuguese education system receive students with different language experiences outside the school context that influence their performance in learning and use the language of schooling. Recently, Portugal has also received many students from immigration and due to this, the population in school population is increasingly multilingual and require other ways of integrating all students who attend the school. Based on this reflection, we present an intervention project aimed to the development of language learning through arts, in a multilingual context, with a group of pupils in a primary school, in the municipality of Amadora. The results confirm students have improved their level of linguistic performance. |
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