Three Continents, one Language: Studying English in a Portuguese Landscape (Brazil, Cape Verde and Portugal)

Unlike other languages, English has spread to all continents and become a truly global language, a process observable in countries, like Brazil, Cape Verde, and Portugal, located in three different continents, and sharing a common official language: Portuguese. This relatively recent development has contributed to the wide exposure to English and the growing influence of the language in their societies, being used with lingua franca communicative purposes, which raises pedagogical issues. Our aim is to map the exposure and use of English as a Lingua Franca in these Portuguese speaking countries through a comparative study of the results from three case studies (Berto 2009, Cavalheiro 2008 and Nunes 2010). By taking into consideration the findings from questionnaires answered by students and teachers of English, it compares and contrasts the respondents��� opinions on the profile of English teachers ��� native vs. non-native ���, the varieties of English to be taught, and the language teaching resources available. In addition, it explores the learners��� interests, motives and purposes in relation to English and the potential communicative interactions between all speakers, so as to better understand ELF in English language education, and how these factors affect or should affect pedagogical practices in a Portuguese environment.

English as a world language: its role as a lingua francaa sociolinguistic profile of students of secondary schools in Santiago Island, in the Archipelago of Cape Verde

Esta tese centra-se em aspectos relevantes do ingl��s como uma l��ngua universal, no actual contexto globalizado e examina poss��veis mudan��as relacionadas com o seu uso, em especial no continente africano, particularmente no caso de Cabo Verde, no sentido de ponderar eventuais alternativas nas pedagogias lingu��sticas no ensino desta l��ngua que impliquem uma adapta����o �� realidade contempor��nea. Uma vez que, nos nossos tempos, o ingl��s �� a l��ngua de elei����o para a comunica����o intercultural entre povos com v��rias experi��ncias culturais e lingu��sticas, o conhecimento deste idioma torna-se, a cada dia que passa, impreter��vel e indispens��vel, na interac����o intercultural. Em ��frica, as fun����es desempenhadas pelo ingl��s s��o complexas; al��m da l��ngua inglesa ser usada para comunica����o entre etnias, com o estatuto de l��ngua franca, tamb��m tem o papel de preservar a identidade nacional e de estabelecer a unidade entre os povos da mesma na����o. Por conseguinte, �� de considerar talvez ainda com mais pertin��ncia, a adop����o de uma nova filosofia de pedagogia de ensino que permita dotar os seus cidad��os de capacidades que lhes possibilitem comunicar de forma intelig��vel com povos de outras culturas e l��nguas. O primeiro cap��tulo aborda aspectos te��ricos relacionados com a expans��o, comunica����o e mudan��a associadas �� l��ngua inglesa e suas implica����es no ensino em pa��ses onde esta n��o �� l��ngua nativa (L1). O segundo cap��tulo reflecte, em primeiro lugar, sobre a situa����o lingu��stica em ��frica e as l��nguas francas predominantes no continente, incluindo a l��ngua inglesa. Considera tamb��m quest��es relacionadas com o multilinguismo e a identidade, bem como assuntos relacionados com as implica����es da diversidade lingu��stica para a educa����o dos povos africanos.

Alfabetiza����o de Crian��as CAboverdianas em Lingua Portuguesa como Lingua n��o Materna

Cabo Verde �� um pa��s de caracter��sticas bilingue, onde coexistem duas l��nguas: a L��ngua Materna ��� o Crioulo de Cabo Verde (CCV) ou a L��ngua Caboverdiana (LCV) e a L��ngua N��o Materna ��� o Portugu��s que �� a l��ngua oficial e, portanto, a l��ngua utilizada no processo de ensino e de aprendizagem. Esta situa����o gera conflitos tanto a n��vel lingu��stico como a n��vel cultural. As duas l��nguas apresentam algumas semelhan��as lexicais, o que conduz, muitas vezes, a equ��vocos e erros lingu��sticos que dificultam a crian��a na aprendizagem, em particular, da leitura que constitui a base para a aprendizagem de outros saberes. A aprendizagem da leitura, na L��ngua N��o Materna, requer um desenvolvimento da linguagem oral em L��ngua Portuguesa, para que o racioc��nio da crian��a seja estimulado atrav��s de exerc��cios l��dicos e abordagens cognitivistas e construtivistas. Deste modo, as compet��ncias de processamento fonol��gico na aquisi����o das compet��ncias da leitura s��o importantes para a discrimina����o do texto escrito e favorecem a aprendizagem e o desenvolvimento da leitura. A crian��a, atrav��s da descoberta, come��a a elaborar conceitos no sentido de conseguir realizar de forma funcional a sua rela����o com a l��ngua escrita.

Epidemia de VIH nos Paises de Lingua Oficial Portuguesa

Este documento, ainda que de modo bastante sumarizado, contempla aspectos relativos �� situa����o da epidemia do VIH em pa��ses lus��fonos (Angola, Brasil, Cabo Verde, Guin��-Bissau, Mo��ambique, Portugal, S��o Tom�� e Pr��ncipe e Timor Leste). Registra progressos observados durante os ��ltimos anos, resultados acumulados desde o in��cio da epidemia e sinaliza perspectivas em dire����o ao futuro em fun����o dos compromissos pol��ticos internacionais ratificados pelos pa��ses-membros da CPLP, com ��nfase ��queles relacionados ao acesso universal �� preven����o, tratamento e cuidados no campo da infec����o pelo VIH.

O Caboverdiano: Uma Lingua Mundial

Este artigo pretende at�� que ponto a g��nese e a vida o idioma caboverdiano est��o ligados ao fen��meno da globaliza����o

African American English

Last fall, Robin had ihe experience that we think many of us in the United States have whenwe firt present the history.

The Importance of Using Games to Teach English in the 3rd Cycle

The title of this thesis is ���The importance of using games to teach English in the 3rd Cycle���. I choose this topic because I think that games are important in the process of learning and because in my opinion not only students but people in general are more motivated to learn when they are having fun or when they are doing something that is interesting. Some authors argue that games stimulate learners to practise, to activate and extend their English vocabulary, and that most students feel more motivated to learn and learn more easily when they are having fun. Games make demands on learners��� intelligence and imagination and calls for active participation. That is exactly what 3rd Cycle students and teachers need in order to have success in their studies and work respectively. The 3rd Cycle students have covered the majority of the grammar and functions contents of the English curriculum in the previous Cycles (the 1st and 2nd Cycle) and in the 3rd Cycle the students need most of their time to put into practice what they have learned before. Games are an effective method to put in practice what they have learned before and also through games they have several contexts and different situations to explore in order to show their knowledge or their vocabulary. The 3rd Cycle students need methods that motivate them to learn and to participate in class and since they already study a specific language function. If the teacher uses an enjoyable method like games students will not get bored and they will be more motivate to participate in class.

Motivating Students to Learn English: Intrinsic and Extrinsic Strategies to Meet the Needs of First Time Learners

Motivation is the key to learning. The present study is about the relationship between intrinsic and extrinsic motivation as they affect learning with regard to students who are learning EFL for the first time. Cape Verdean seventh grade students learning English for the first time are generally very enthusiastic about the language before they start learning it in the high school. However, that enthusiasm seems not to be maintained throughout the school year and oftentimes teachers hear them complain about the difficulties of mastering aspects of the language. It seems that for some reason their motivation is undermined. Why does that happen? Is it the students��� fault or the teacher���s? If it the teacher���s fault, which motivation strategies work best to cope with this problem: intrinsic or extrinsic? With this in mind I asked the question: What is the relationship between students��� needs, interests, goals and expectations to learn English as a foreign language and teachers��� roles as facilitators and motivators? There are many studies that have been carried out in the field of motivation, and up to now, there seems to be no consensus of which is the best. For the purposes of this paper, three main theories will be discussed that have prevailed in the field of motivational psychology: the behavioural, the cognitive and the humanistic theories. Within these theories sub-theories are discussed and their relationship is explained with intrinsic and extrinsic motivation regarding Cape Verdean students learning English for the first time.

English language textbook production in Cape Verde: Assets and obstacles

This study investigates if Cape Verde can be successful in the production of English language textbooks. It also will be looked at the main reasons why locally produced textbooks would be advantageous. The findings of the study reveal that the production of an English language textbook for Cape Verde is the best solution and that it can be successful. We also find out that Capeverdean English teachers have professional competence and pedagogical qualification to be engaged in this practice. However, significant assistance will be necessary for bringing experts to the country to supervise the process. It also will be necessary to find financial support to put it in practice.

Interference of Native Language in English Language Acquisition in Santa Cruz and Calheta Secondary schools

This study analyzes the interference of native language when students are learning a foreign language, in this case English. According to this study, interferences from the native language such as lexical-semantic and phonological are not infrequent. It is one of the main barriers that create difficulties when learning English. The outcome of this study is presented at the end of the Monografia: to provide English-language teachers and students the most significant linguistic interferences that occur during the learning process of English language. Furthermore, some teaching strategies are discussed to avoid the biases that appear due to the interferences of the native language. As a result of this study, I hope to contribute to the learning success among English-language students.

Understanding the Use of the Students��� Common Language (Creole/Portuguese) in the 7th Grade Capeverdean English Classroom

This thesis is a pedagogical and methodological work related to the Teacher���s use of the students��� common language in 7th grade (beginners-level 1) Capeverdean English classroom. It discusses the importance of a limited and judicious use of the students��� common language (Creole/Portuguese) as a teaching technique to assist in the teaching and learning process. This thesis contains four chapters. The first chapter defines and shows the difference between mother tongue, second language and foreign language, talks about the methods and approaches (classroom procedures) to teach English as a foreign language, the different opinions about the teacher���s use of the students��� first language in the EFL classroom, and presents two studies already conducted on the use of the students��� mother tongue in the English classroom in two different EFL context. The second Chapter describes the methodology of research to conduct a study on the use of the students��� common language (Creole/Portuguese) in the EFL Capeverdean context with 7th grade students. The third chapter is the presentation of the Results and Analyses of the field research. And finally the fourth chapter is the recommendations and conclusions.

Simulation in Third Cycle English Language Teaching

Many researchers have suggested simulation as a powerful tool to transpose the normal classroom into an authentic setting where language skills can be performed under more realistic conditions. This paper will outline the benefits of simulation in the classroom, provide additional topics to Third Cycle English Language National Syllabus to be discussed / simulated in the classroom and also provide two simulation lesson plans with samples for Capeverdean Third Cycle English Language Students.