No contexto da internacionalização das pesquisas nas universidades, este artigo apresenta parte dos resultados de um curso sobre o ensino de gêneros textuais da esfera acadêmica em francês. Com base nos pressupostos teóricos do Interacionismo Sociodiscursivo, nos aportes sobre o Letramento Acadêmico e em considerações sobre o plurilinguismo na ciência, o estudo analisou o material didático proposto e as apresentações orais dos alunos através de uma abordagem comparativa entre produção intermediária e produção final. Os resultados revelam um desenvolvimento das capacidades de linguagem dos estudantes e uma consequente contribuição para o Letramento Acadêmico em francês, visando a construir uma ciência plurilíngue.

Este trabalho teve como objetivo analisar a perceção dos inquiridos sobre a influência das línguas estrangeiras em contexto de mercado de trabalho face à empregabilidade, salário e produtividade. As línguas em estudo foram o Inglês, o Francês e o Espanhol, na medida em que, em Portugal, o sistema educativo obriga a ter uma língua estrangeira obrigatória até ao 6º ano (o Inglês) e do 7º ano ao 9º ano são duas (onde obrigatoriamente uma delas é o inglês). Para entender até que ponto são valorizadas as línguas estrangeiras, foi realizado um inquérito com a finalidade de obter dados sobre a perceção dos inquiridos. Após a recolha dos dados, foram aplicados modelos econométricos do tipo Probit e Probit Ordenado para variáveis dependentes dicotómicas e ordinais, respetivamente. Os resultados indicam que a perceção dos inquiridos tende a convergir para o que é a perceção internacional, tendo em conta os estudos analisados, exceto no que respeita a alterações no salário.

The JASM project used the Korsakow6 platform to produce Storytelling in foreign languages (FL), by students of the Media Studies degree course (Higher Education-HE) of the Escola Superior de Educação de Viseu (ESEV, Portugal). Objective: Look into the impact of non-linear digital narratives upon FL learning in HE, assessing the role of multimodal tools in fostering linguistic, cultural, and technological skills. Theoretical Framework: The study was grounded in active methodologies with a focus on integrating intercultural skills. Using new technologies is a catalyst for enhancing student motivation and autonomy. Method: The project, developed within the context of French and English, involved 25 voluntarily participating students attending the first year. Following language level tests, each group gathered information about the nationality and culture of migrants living in Viseu. Students conducted interviews and documented migrants’ life stories, traditions, using digital narratives. Final outputs included short films, social media posts, exhibitions, and an e-book. Results and Discussion: Students enhanced cognitive, emotional and aesthetic skills within collaborative environments, integrating experiences from multilingual and multicultural contexts with creative and multimodal abilities and increased autonomy and initiative. Challenges were identified, highlighting the need for ongoing teacher training. Research Implications: This project showed how digital and active pedagogies can foster the development of FL and intercultural competencies in HE students. Originality/Value: This study provides for an innovative approach relying on multimodal technologies for teaching FL in HE. The transformative potential of digital narratives as an impactful pedagogical tool is highlighted.

This report was written as part of the pedagogical internship for the Master's in Teaching English and French as Foreign Languages at the Faculty of Arts and Humanities of the University of Coimbra. It describes my pedagogical practice with two 9th-grade classes in a school in Coimbra during the 2024/2025 school year. The theme of my research focuses on the use of short stories as tools for developing students' reading comprehension skills in foreign languages, specifically in English and French. The research was guided by two main objectives: 1) To understand how the use of short stories in foreign languages classes contributes to the development of reading comprehension skills; 2) To understand the possibilities of integrating the short story genre into the foreign language curriculum. Considering the needs of the two classes, the didactic approach to the research topic was developed throughout the academic year, drawing on strategies, concepts, and reference theories in the fields of reading comprehension and the use of short stories in foreign language classes. Data was collected through questionnaires, worksheets and quizzes completed by the students and subsequently analyzed. The results reveal that the use of short stories can positively contribute to the development of reading comprehension skills, making their integration into the foreign language curriculum both valuable and feasible. However, it should be noted that the results are based on my experience and that further studies, conducted with other classes with different proficiency levels, may contribute to a more in-depth analysis of this theme.

These eight articles collected under the title Falar - A competência oral no ensino de uma língua estrangeira – are the outcome of a conference organized by the Research Centre for Communication and Culture (CECC) - in particular by its research line Translating Europe across the Ages - held in Lisbon, at the Universidade Católica Portuguesa in October 2012. We would like to thank the Portuguese Foundation for Science and Technology/Fundação para a Ciência e a Tecnologia (FCT), the Instituto Cervantes Lisboa, the Goethe-Institut Lissabon, the Embassy of Spain in Portugal, the Fundación Ramón Areces for their financial and logistic support without which this scientific meeting would not have been possible. The thematic and theoretical variety of the articles included in this volume is not only the outcome of the variety of languages in which they were written, but also derives from the invited specialists who have different backgrounds in academic contexts, schools, research methodologies, and who are today contributing to a central area in the teaching of a foreign language: speech. Besides contributions by specialists in didactics like Jürgen Kurtz, from the University of Justus-Liebig, Gießen, Germany, there are articles in this volume from linguists, such as Marta Albelda Marco from the University of Valencia, Spain, and from specialists in classroom practice, such as Carolyn Leslie, lecturer in English as a foreign language at the Universidade Nova of Lisbon and the British Council. The essays in this book are grouped in theoretical-thematic areas, beginning with didactics, and paying particular attention to the teaching of the speaking skills.

This doctoral research is situated in the field of Applied Linguistics and aims at contributing to the discussions on teacher’s work and initial (English language) teacher education under the perspective of the Sociodiscursive Interactionism (BRONCKART, 1999, 2006, 2008). It addresses the relationship between language and work considering theoretical contributions from Work Sciences/Psychology and the Clinic of Activity. This qualitative investigation is oriented by principles of action research given the intervention implemented with student-teachers doing an undergraduate teacher education course at a public university in the state of Paraíba, Brazil. The intervention proposal involves the adaptation of the Instruction to the Double method (CLOT, 2007, 2008) to a teacher education context, aiming at investigating its use as a discourse practice that can foster the (re)construction of student-teachers’ representations on teacher’s work, contributing to their reflection and professional development. Our specific objectives are to identify the thematic contents that emerged in the interviews and written productions analyzed; to investigate the configuration of the student-teachers’ representations on the teachers’ work and to produce didactic activities using the texts generated through the Instruction to the Double. Our main thesis is that the written texts produced in this adaptation of the Instruction to the Double to a teacher education context indicate the appropriation process of different aspects of the métier and the (re)construction of the student-teachers’ representations on the educational activity. We carried out three (03) Instruction to the Double sessions, in which the researcher, four (04) undergraduate students – in their internship period - and three (03) English language teachers took part. Two (02) of these teachers were school teachers and the third one was one of the undergraduate students participating in this study who already had some practical experience as a teacher. The analysis of the twelve (12) texts written by the participants shows the reconfiguration of the student-teachers’ representations on the educational activity and the appropriation of different aspects related to the métier through the evaluation of the teachers’ work and the (re)positioning of the student-teachers - shifting from a student’s to a teacher’s perspective - by projecting themselves in the teacher’s role. With regard to the implementation of our proposal to teacher education courses, we present the activities we developed by using the texts generated in this study.

ABSTRACT An innovative aspect in the area of language assessment has been to evaluate oral language proficiency in distant interactions by means of computers. In this paper, we present the results of a qualitative research study that aimed at analyzing features of language spoken in a computer-aided learning and teaching context, which is constituted by teletandem interactions. The data were collected in the scope of the Teletandem Brazil project by means of interviews, audio and video recordings of online interactions, questionnaires and field notes. The results offer contributions for the areas of assessment, teacher education and teaching Portuguese for foreigners.