ERIC Number: EJ1278235
Record Type: Journal
Publication Date: 2020-Dec
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0018-2133
EISSN: N/A
Applying Effective Teaching Strategies in Dual Language Immersion Portuguese Classrooms
Bell'Aver, Jessica; Rabelo, Edson
Hispania, v103 n4 p523-532 Dec 2020
Due to the relevance of the discussions on the use of counterbalance for content-based and form-focused second language instruction, the purpose of this study is to present some pedagogical strategies to teach and reinforce the correct use of articles, gender and number of nouns in Portuguese when teaching Language and Arts (first grade) and Science (sixth grade) in the Dual Language Immersion (DLI) program in Utah. By using the learning targets concept from Moss and Brookhart (2012), students are guided to keep in mind the most critical learning outcomes for the proposed subject regarding content and language aspects. Studies from Lyster and Tedick (2014) show that there must be a counterbalance of implicit and explicit teaching of the language structure once students in immersion programs are in a school environment and not genuinely immersed in the language and culture as if they were living in the country of the target language. After applying strategies based on these authors, positive results are evident in students' speaking and writing skills.
Descriptors: Second Language Instruction, Second Language Learning, Portuguese, Teaching Methods, Instructional Effectiveness, Grammar, Elementary School Students, Bilingual Education, Immersion Programs, Outcomes of Education, Communication Skills, Writing Skills
American Association of Teachers of Spanish and Portuguese, Inc. 900 Ladd Road, Walled Lake, MI 48390. Tel: 248-960-2180; Fax: 248-960-9570; e-mail: AATSPoffice@aatsp.org; Web site: http://www.aatsp.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Utah
Grant or Contract Numbers: N/A