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TitleResearch in foreign language education in Portugal (2006-2011): its transformative potential
Author(s)Vieira, Flávia
Moreira, Maria Alfredo
Peralta, Helena
Issue date2014
PublisherCambridge University Press
JournalLanguage Teaching
CitationVieira, F., Moreira, M. A, & Peralta, H. (2014). Research in foreign language education in Portugal (2006-2011): Its transformative potential. Language Teaching, 47(2), 191-227. doi:10.1017/S0261444813000529
Abstract(s)This article reviews a selective corpus of empirical and theoretical texts on foreign language pedagogy and teacher education, produced in Portugal between 2006 and 2011. A descriptive and interpretative approach is adopted to inquire into the transformative potential of research, with a focus on its scope, purposes, conceptual and methodological frameworks, outcomes and implications. Four major themes were identified, primarily related to current language policies and theoretical developments in language didactics: intercomprehension and plurilingualism, teacher and learner autonomy, Portuguese as a non-native language, and technology-based learning and teaching. The transformative potential of the studies reviewed is enhanced by their intention to question and reshape dominant practices on the basis of democratic values; an empowering view of language, pedagogy and teacher education; a close relation between pedagogy and teacher education; participatory research methodologies; and the identification of constraints on, and conditions for, change. However, there is a need for strategies that remain somewhat marginal but may enhance that potential: expanding university–school partnerships, professional learning communities and school-based inquiry; strengthening the political dimension of research outcomes; finding strategies to counteract limitations on the scope and impact of naturalistic inquiry; and fostering scholarship in teacher education.
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Appears in Collections:CIEd - Artigos em revistas científicas internacionais com arbitragem

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