Critical Discourse Analysis in teaching and learning Portuguese as a Foreign Language: methods and resources
DOI:
https://doi.org/10.34624/ro.v0i3.31921Keywords:
Portuguese as a Foreign Language, Critical Discourse Analysis, intercultural representation of social actors, interdiscourse, power relationsAbstract
Aligned with research about the dimension of discourse in contexts related to teaching and learning Portuguese as a Foreign Language, this paper aims at outlining didactic strategies applied in the curricular unit ‘Discourse Analysis’, taught in the undergraduate degree of Applied Portuguese, at Politécnico de Leiria. We focus on methods and resources of Critical Discourse Analysis to examine interdiscursive relations and the representation of social actors, based on an approach that takes aspects of cultural signification, context, power relations and ideology into account. The focus of the discussion is on the analytical steps, classroom materials and the ways students take them on board. Results highlight the need to permanently establish relations between genre features and the communicative aims of the texts, as well as the importance of guiding students’ work of deconstruction of discursive choices, as well as of social and cultural practices. Research also demonstrates the importance of providing and discussing models of critical analysis of texts as a way to enhance students’ competences of description and interpretation.
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