Authenticating materials through critical thinking: the case of teaching and learning suggestions in Portuguese
Santos, Denise and Silva, G. V.. (2008) Authenticating materials through critical thinking: the case of teaching and learning suggestions in Portuguese. Hispania, Vol.91 (No.1). pp. 110-123. ISSN 0018-2133Full text not available from this repository.
Official URL: http://www.jstor.org/stable/20063627
This paper reports on a study exploring the authentication of L2 Portuguese materials. Three Portuguese learning communities engaged in a process of development of critical thinking about the notion of relevance of L2 materials and about discourse-analytic features related to suggestion-making. The data gathered during this study include questionnaires, class activities and teachers' diaries. Discussion of contextual features associated with suggestions led to learners' understanding of the complexity of this communicative act. Reflection about relevance of L2 materials allowed learners to perceive a wider range of materials as relevant and to position themselves as authors of teaching resources. Our results suggest that the development of critical thinking may assist learners in the process of authentication of different types of texts in the L2 classroom.
|Item Type:||Journal Article|
|Subjects:||H Social Sciences > H Social Sciences (General)
L Education > LB Theory and practice of education
P Language and Literature > P Philology. Linguistics
|Divisions:||Faculty of Social Sciences > Centre for Applied Linguistics|
|Journal or Publication Title:||Hispania|
|Publisher:||American Association of Teachers of Spanish and Portuguese, Inc.|
|Official Date:||March 2008|
|Number of Pages:||14|
|Page Range:||pp. 110-123|
|Access rights to Published version:||Restricted or Subscription Access|
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