Portuguese and German Repertoires Perceived by Portuguese Speaking Children in Germany: A Tale of Two "Continua"

Autor/inn/en	Melo-Pfeifer, Sílvia; Schmidt, Alexandra Fidalgo
Titel	Portuguese and German Repertoires Perceived by Portuguese Speaking Children in Germany: A Tale of Two "Continua"
Quelle	In: Journal of Multilingual Education Research, 8 (2019), S.13-36, Artikel 2 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-4799
Schlagwörter	Portuguese; German; Heritage Education; Freehand Drawing; Native Language Instruction; Student Attitudes; Language Attitudes; Second Language Learning; Second Language Instruction; Foreign Countries; Language Skills; Learning Motivation; Profiles; Validity; Teaching Methods; Learning Processes; Learning Strategies; Correlation; Multilingualism; Elementary School Students; Germany + Suchen Sie Ihr Suchwort? Portugiesischunterricht; Deutscher; Drawing; Zeichnen; Native language education; Muttersprachlicher Unterricht; Schülerverhalten; Sprachverhalten; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Language skill; Sprachkompetenz; Motivation for studies; Lernmotivation; Charakterisierung; Profilanalyse; Gültigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Korrelation; Mehrsprachigkeit; Multilingualismus; Deutschland
Abstract	After a theoretical overview of the concept of heritage language (HL) from a plurilingual perspective, we will describe the project "Images on the (teaching of) Portuguese Language abroad". For this project, several drawings were collected, produced by lusodescendant children living in Germany and attending supplementary Portuguese lessons. We will analyze four tendencies of students' representations towards Portuguese and German, as well as towards the skills they have developed in those languages. These representations illustrate four profiles of Portuguese Heritage Language (PHL) learners present in the classroom (in terms of motivations, skills, linguistic repertoires, etc.). As conclusions, we will point at: (a) the validity of a study on representations by means of a drawing collection method, in order to understand the heterogeneity of PHL learners and the need to diversify the teaching-learning strategies; and (b) the advantages of understanding the relationships subjects establish with their languages and with the multilingual and plurilingual "milieu" they live in, in order the enhance the efficiency of HL education. (As Provided).
Anmerkungen	New York State Association for Bilingual Education. 726 Broadway 5th Floor, New York, NY 10003. Tel: 718-817-5875; e-mail: jmer@fordham.edu; Web site: https://fordham.bepress.com/jmer/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01