Literacy adaptations in Portuguese as a Foreign Language teaching. A case study
DOI:
https://doi.org/10.21814/diacritica.5094Keywords:
Portuguese foreign language teaching, Graded readers, Lexical acquisitin, Reading comprehensionAbstract
The “Literature in Portuguese Foreign Language Teaching” project aims to study lit-erature’s role in the first stage of Portuguese as a Foreign Language teaching. Apart from the selection of literary texts for beginner and elementary levels (A1 and A2 respectively), the project also includes simplified versions of short stories that are relevant to this teaching context due to heritage and interculturality reasons. At A1 and A2 teaching levels, the process for simplifying a text should not be limited to literary adaptation, reason why our simplification took into account the criteria used by graded readers editors and in the few existing adaptations in Portugal. Due to the lack of simplified versions of literary texts in those levels of Portuguese teaching, it is important to share and discuss the experience gathered with the simplification of O Senhor Ventura, by Miguel Torga (1943/1985). This article reflects on the results of its’ use in different formal education contexts and on its’ implications for the definition of simplification criteria.
References
Allen, D. (2009). A study of the role of relative clauses in the simplification of news texts for learners of English. DOI: https://doi.org/10.1016/j.system.2009.09.004
System: An International Journal of Educational Technology and Applied Linguistics, 37(4), 585-599.
Bamford, J. (1984). Extensive Reading by Means of Graded Readers. Reading in a Foreign Language, 2(2), 218-260.
Bowler, B. & Parminter, S. (2012). Series editor’s view (2). In R. Day et al. (Eds.), Bringing Extensive Reading into the Classroom. Oxford, Inglaterra: Oxford University Press.
Branco, C. (2013). Amor de perdição. Versão adaptada por Ana Maria Martins, para o nível A2. Lisboa, Portugal: Lidel.
Brown, J. D. (1993). What are the characteristics of natural cloze tests?, Language Testing, 10(2), 93-116. DOI: https://doi.org/10.1177/026553229301000201
Coady, J. (1993). Research on ESL/EFL vocabulary acquisition: putting in context. In Huckin, T.; Haynes, M. & Coady, J. (Eds.). Second Language Reading and Vocabulary Learning (pp. 3-23). Norwood, Estados Unidos da América: Alex Publishing Corporation.
Costa, V. (2015). O uso do texto literário no ensino de Português como Língua Estrangeira no nível A1
(Dissertação de mestrado, Universidade de Coimbra). Disponível em https://estudogeral.sib.uc.pt/bitstream/10316/29101/1/Vera%20Costa_disserta%C3%A7%C3%A3o%20de%20mestrado.pdf. Conselho de Europa (2001). Quadro Europeu Comum de Referência para as Línguas. Porto, Portugal: Asa. Disponível em: <http://www.dgidc.minedu.pt/ensinobasico/index.php?s=directorio&pid=88>.
Crossley, S., Allen, D., McNamara, D. (2011). The readability and intuitive simplification: a comparison of readability formulas. Reading in a Foreign Language, 23 (1), 84-101.
Crossley, S., Kyle, K., Salsbury, T. (2016). A Usage‐Based Investigation of L2 Lexical Acquisition: The Role of Input and Output. The Modern Language Journal, 100(3), 702-715. Extensive Reading Foundation. Disponível em: http://erfoundation.org/wordpress/ DOI: https://doi.org/10.1111/modl.12344
Freytag, G. (2015). Freytag’s Technique of the Drama: An Exposition of Dramatic Composition and Art. Authorized Translation from the 6th German Ed. by
Elias J. MacEwan. Chicago, Estados Unidos da América: Scott, Foresman.
Grivel, C. (1973). Production de l’intérêt romanesque. Un état du texte (1870-1880). Un essai de constitution de la théorie. Haia/Paris: Mouton. DOI: https://doi.org/10.1515/9783110887884
Hill, D. R. (1997). Survey review: Graded readers. ELT Journal DOI: https://doi.org/10.1093/elt/51.1.57
, 51(1), 57-81.
Hill, D. R. (2001). Graded Readers. ELT Journal, 55(3), 300-324. DOI: https://doi.org/10.1093/elt/55.3.300
Hirsh, D., Nation, P. (1992). What Vocabulary Size Is Needed to Read Unsimplified Texts for Pleasure?
Reading in a Foreign Language, 8(2), 689-696.
Holmes, J., Ramos, R. (1993). False friends and reckless guessers: observing cognate recognition strategies. In T. Huckin, M. Haynes & J. Coady (Eds.), Second Language Reading and Vocabulary Learning (pp. 86-108). Norwood, Estados Unidos da América: Alex Publishing Corporation.
Laufer, B., Nation, P. (1995). Vocabulary size and use: lexical richness in L2 written production. Applied Linguistics, 16(3), 307-322. DOI: https://doi.org/10.1093/applin/16.3.307
Machado, A., Fernandes, A., Costa, V. (2018). A literatura no ensino de português língua estrangeira. Discussão de um projeto. Tejuelo, 27(1), 5-20. DOI: https://doi.org/10.5935/1980-6914/letras.v20n1p93-104
Martins, A. (2011). Processos de retextualização – textos modificados para leitura extensiva em português L2: Produção, regulação, avaliação. Projeto financiado pela FCT.
Nation, P., Ming-Tzu, K. (1999). Graded Readers and Vocabulary. Reading in a Foreign Language, 12 (2), 355-380.
Nation, P. (1982). Beginning to learn foreign vocabulary: A review of the research. RELC Journal, 13(1), 14-36. DOI: https://doi.org/10.1177/003368828201300102
Pinto, F. (2015). Peregrinação. Versão adaptada por Ana Maria Martins, para o nível B2. Lisboa, Portugal: Lidel.
Queirós, E. (2012). A Cidade e as Serras. Versão adaptada por Ana Maria Martins, para o nível B1. Lisboa, Portugal: Lidel. Referencial Camões PLE (2017). Disponível em: http: //www.instituto-camoes.pt/activity/centro-virtual/referencial-camoes-ple. Shakespeare, W. (n.d.). The Tempest. Text adaptation by Bill Bowler. Dominoes Starter. Oxford, Inglaterra: Oxford University Press. Disponível em
Simensen, A. (1987). Adapted Readers: How are they
adapted?, Reading in a Foreign Language, 4(1), 41-57.
Simensen, A. (1990). Adapted texts: A discussion of some aspects of reference in texts. Reading in a Foreign Language, 6(2), 399-411.
Swan, D. (adapt.) (1965). King Henry. A story from Shakespeare. Stage 1. Illustrated by Michael Jackson. Londres, Inglaterra: Longmans, Green and Co Ltd.
Torga, M. (2007). O Senhor Ventura. (5ª ed.) Lisboa, Portugal: Dom Quixote [2ª ed. refundida 1985].
Tweissi, A. (1998). e effects of the amount and type of simplification on foreign language reading comprehension. Reading in a Foreign Language, 11(2), 191-204.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Ana Maria Machado, Anabela Fernandes
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
