Pluricentric Portuguese I

Recommended Prerequisites

Level C1 in Portuguese is a prerequisite for all courses in the program.

Teaching Methods

Following the flipped classroom model, students are provided with different types of resources in the learning management system (LMS), aiming at defining theoretical frameworks and systematically describing the phonetic and syntactic specificities of the national varieties of Portuguese. In this way, autonomous learning is promoted. In synchronous sessions, individual or collaborative activities are developed to systematize the relevant concepts and to observe/analyze authentic linguistic data.

Learning Outcomes

Upon completing  the course, the student is expected to:

1. General skills:

- be able to define, with guided supervision, research goals;

- be capable of selecting, with autonomy, credible and relevant information in the light of the defined research goals;

- plan and write an essay/report on the research carried out, and to present it orally.

2. Specific skills:

- acquire theoretical and methodological tools for the analysis of the relations between languages and between varieties;

- understand the situation of Portuguese in the world, in its geographic and sociolinguistic dimensions;

- view Portuguese as a pluricentric language;

- recognize, describe and explain particularities that define the different national varieties of Portuguese in phonetic and syntactic terms. 

Work Placement(s)

No

Syllabus

1. Introduction

1.1 Concepts of pluricentricity and pluricentric language (socio- and geolinguistic aspects)

1.2 Portuguese in the world

2. Phonetic variation of Portuguese

2.1 Vowel system

2.2 Consonant system

2.3 Syllabic structure

3. Syntactic variation of Portuguese

3.1 Pronominal clitics

3.2 Subject and object structures

3.3 Nominal group structure

3.4. Argument structures.

Assessment Methods

Assessment
Resolution Problems: 40.0%
Synthesis work: 60.0%

Bibliography

Brito, A.M. (2022). Algumas áreas de variação sintática entre o PE e o PB: implicações para o ensino/aprendizagem do PLE. Cadernos de PLE 3, 6-31.

Gonçalves. P., Alvarez, L. & Avelar, J. (2018). The Portuguese Language Continuum in Africa and Brazil. John Benjamins Publishing Company.

Muhr, R., Duarte, E., Mendes, A., Negre, C. & Thomas J. A. (2016). Pluricentric Languages and Non-Dominant Varieties Worldwide. Part II: The Pluricentricity of Portuguese and Spanish. New Concepts and Descriptions. Peter Lang.

Raposo, E., Nascimento, M. F. B., Mota, M. A., Segura, L. & Mendes, A. (Orgs.) (2013). Gramática do português, vol. 1. FCG.

Reto, L. A., Machado, F. L. & Esperança, J. P. (2018). Novo Atlas da Língua Portuguesa 2.ª ed. INCM/ISCTE/I. Camões.

Silva, A. S., Torres, A. & Gonçalves, M. (Orgs.) (2011). Línguas Pluricêntricas. Variação Linguística e Dimensões Sociocognitivas/Pluricentric Languages. Linguistic Variation and Sociocognitive Dimensions. Universidade Católica Portuguesa.