Didactic-Pedagogical Approach to a Real Teaching of Portuguese Second Language in Angola

Celestino Domingos Kutala; Joao Domingos Pedro

doi:doi:10.11648/j.ijsts.20210905.11

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Didactic-Pedagogical Approach to a Real Teaching of Portuguese Second Language in Angola

Celestino Domingos Kutala, Joao Domingos Pedro

Published in International Journal of Science, Technology and Society (Volume 9, Issue 5)

Received: 29 May 2021 Accepted: 21 July 2021 Published: 16 October 2021

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Abstract

In this article we present an approach focused on the teaching of Portuguese Language in Angola from a real perspective, obeying the fact that it is a second language for a large part of the population; the expansion of the Portuguese language throughout the national territory, will help to disseminate and promote the learning of this language as a language of national and international identification. In this sense, the approach is focused on pedagogical-didactic and methodological aspects, taking into account the bilingual reality of the speaker and not only; the teacher as the primary agent of the dissemination of this process must adapt his teaching mode to the true linguistic reality of the country. Thus, the correlation or cohabitation between languages generates a set of adverse phonomenos that the teacher must take into account in so that his teaching activity in the classroom is a success. The didactic-pedagogical activity in the teaching of the Portuguese language in Angola has been neglecting a set of factors, which we believe are preponderant for a more realistic teaching, that is, more contextualized. In view of these facts, we suggest methodologies that incorporate aspects of the student's reality as a presupposition for a teaching that privileges cultural and sociolinguistic aspects, in order to provide teaching in the second language aspect.

Published in	International Journal of Science, Technology and Society (Volume 9, Issue 5)
DOI	10.11648/j.ijsts.20210905.11
Page(s)	209-215
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Pedagogical-didactic Approach, Portuguese Real, Angola

References

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[2]	UNDOLO, Márcio Edu da Silva. CHARACTERIZATION OF THE PORTUGUESE NORM IN ANGOLA. Thesis presented to the University of Évora to obtain the Degree of Doctor in Linguistics. ÉVORA, AUGUST 2014.
[3]	ZAU, Domingos Gabriel Dele. The Portuguese Language in Angola A Contribution to the Study of Its Nationalization; Thesis to obtain the Degree of Doctor in Letters (3rd cycle of studies). Covilhã, August 2011.
[4]	GASPAR, Lisete; Osório, Paulo; Pereira, Reina. The PORTUGUESE LANGUAGE and its Teaching in Angola. Lisete Gaspar; Paul Osorio; Reina Pereira. Rio de Janeiro: Dialogarts, 2012. ISBN 978-85-8199-002-6.
[5]	OLIVEIRA, Iara de. Didactics and methodology of teaching Portuguese language and literature / Iara de Oliveira. Indaial: UNIASSELVI, 2015. ISBN 978-85-7830-922-0.
[6]	RAPOSO, E. Bozaglo Paiva et al., orgs. (2013). Grammar of Portuguese, vols. I & II. Lisbon: Calouste Gulbenkian Foundation.
[7]	BERNARDO, E. P. J. (2017). Linguistic Norm and Variation: Implications in Portuguese Language Teaching in Angola. International Magazine In Portuguese Language, (32), 39-54. https://doi.org/10.31492/2184 2043.RILP2017.32/pp.39-54.
[8]	ARAÚJO, dos Anjos; Ernesto, José; Suelela; David; Soquessa, Nelson, David. (2020). Estudo sobre a Didáctica do Português na Escola Angolana. Vol. II. Ed. Mayamba.
[9]	ADRIANO, Paulino Soma. The normative crisis of Portuguese in Angola: cliticization and verbal regency: what normative attitude for the teacher and reviewer? Luanda: Mayamba, 2015.
[10]	ROQUE, Victor Augusto Batista. A reflection on the communicative approach to language teaching -- learning (A path to teaching Portuguese/L2)). Postgraduate in Teaching of the Portuguese, Independent University, 2005. Available from: www.multiculturas.com/images/ abord_comunicativa_Vitor-Roque.pdf. Accessed on 12 February 2021.
[11]	MATTHEW, H. M. M; BIRTH, F. B. (2005). The Portuguese language in change. Lisbon. Editorial - Path.
[12]	QUIVUNA, Manuel. (2014). The Teaching of Portuguese in The Angolan Biligue / Plurilingue Context. Lisbon. Hummingbird Editions.
[13]	CHICUNA, Alexandre M. (2014). Portuguese in the Bantu languages. For a Kiyombe Portuguese Dictionary. Hummingbird Editions.
[14]	SUELELA, David; Soquessa, N. Araújo, dos Anjos, Araújo; Ernesto, Jose. 2020. Studies on Didactics of Portuguese at the Angolan School. Luanda: Ed. Mayamba.
[15]	Mpanzu, Mona. (2018). Current Trends in The Teaching-Learning of Grammar of Non-Maternal Languages. Luanda. Ed. Echo 7.

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APA Style

Celestino Domingos Kutala, Joao Domingos Pedro. (2021). Didactic-Pedagogical Approach to a Real Teaching of Portuguese Second Language in Angola. International Journal of Science, Technology and Society, 9(5), 209-215. https://doi.org/10.11648/j.ijsts.20210905.11

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ACS Style

Celestino Domingos Kutala; Joao Domingos Pedro. Didactic-Pedagogical Approach to a Real Teaching of Portuguese Second Language in Angola. Int. J. Sci. Technol. Soc. 2021, 9(5), 209-215. doi: 10.11648/j.ijsts.20210905.11

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AMA Style

Celestino Domingos Kutala, Joao Domingos Pedro. Didactic-Pedagogical Approach to a Real Teaching of Portuguese Second Language in Angola. Int J Sci Technol Soc. 2021;9(5):209-215. doi: 10.11648/j.ijsts.20210905.11

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@article{10.11648/j.ijsts.20210905.11,
  author = {Celestino Domingos Kutala and Joao Domingos Pedro},
  title = {Didactic-Pedagogical Approach to a Real Teaching of Portuguese Second Language in Angola},
  journal = {International Journal of Science, Technology and Society},
  volume = {9},
  number = {5},
  pages = {209-215},
  doi = {10.11648/j.ijsts.20210905.11},
  url = {https://doi.org/10.11648/j.ijsts.20210905.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsts.20210905.11},
  abstract = {In this article we present an approach focused on the teaching of Portuguese Language in Angola from a real perspective, obeying the fact that it is a second language for a large part of the population; the expansion of the Portuguese language throughout the national territory, will help to disseminate and promote the learning of this language as a language of national and international identification. In this sense, the approach is focused on pedagogical-didactic and methodological aspects, taking into account the bilingual reality of the speaker and not only; the teacher as the primary agent of the dissemination of this process must adapt his teaching mode to the true linguistic reality of the country. Thus, the correlation or cohabitation between languages generates a set of adverse phonomenos that the teacher must take into account in so that his teaching activity in the classroom is a success. The didactic-pedagogical activity in the teaching of the Portuguese language in Angola has been neglecting a set of factors, which we believe are preponderant for a more realistic teaching, that is, more contextualized. In view of these facts, we suggest methodologies that incorporate aspects of the student's reality as a presupposition for a teaching that privileges cultural and sociolinguistic aspects, in order to provide teaching in the second language aspect.},
 year = {2021}
}

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TY  - JOUR
T1  - Didactic-Pedagogical Approach to a Real Teaching of Portuguese Second Language in Angola
AU  - Celestino Domingos Kutala
AU  - Joao Domingos Pedro
Y1  - 2021/10/16
PY  - 2021
N1  - https://doi.org/10.11648/j.ijsts.20210905.11
DO  - 10.11648/j.ijsts.20210905.11
T2  - International Journal of Science, Technology and Society
JF  - International Journal of Science, Technology and Society
JO  - International Journal of Science, Technology and Society
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PB  - Science Publishing Group
SN  - 2330-7420
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AB  - In this article we present an approach focused on the teaching of Portuguese Language in Angola from a real perspective, obeying the fact that it is a second language for a large part of the population; the expansion of the Portuguese language throughout the national territory, will help to disseminate and promote the learning of this language as a language of national and international identification. In this sense, the approach is focused on pedagogical-didactic and methodological aspects, taking into account the bilingual reality of the speaker and not only; the teacher as the primary agent of the dissemination of this process must adapt his teaching mode to the true linguistic reality of the country. Thus, the correlation or cohabitation between languages generates a set of adverse phonomenos that the teacher must take into account in so that his teaching activity in the classroom is a success. The didactic-pedagogical activity in the teaching of the Portuguese language in Angola has been neglecting a set of factors, which we believe are preponderant for a more realistic teaching, that is, more contextualized. In view of these facts, we suggest methodologies that incorporate aspects of the student's reality as a presupposition for a teaching that privileges cultural and sociolinguistic aspects, in order to provide teaching in the second language aspect.
VL  - 9
IS  - 5
ER  -

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Author Information

Celestino Domingos Kutala

Department of Modern Languages, Faculty of Humanities, Luanda, Angola
Joao Domingos Pedro

Department of Social Sciences and Humanities, Polytechnic Higher Institute, Malanje, Angola

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Plain Text BibTeX RIS

APA Style

Celestino Domingos Kutala, Joao Domingos Pedro. (2021). Didactic-Pedagogical Approach to a Real Teaching of Portuguese Second Language in Angola. International Journal of Science, Technology and Society, 9(5), 209-215. https://doi.org/10.11648/j.ijsts.20210905.11

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ACS Style

Celestino Domingos Kutala; Joao Domingos Pedro. Didactic-Pedagogical Approach to a Real Teaching of Portuguese Second Language in Angola. Int. J. Sci. Technol. Soc. 2021, 9(5), 209-215. doi: 10.11648/j.ijsts.20210905.11

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AMA Style

Celestino Domingos Kutala, Joao Domingos Pedro. Didactic-Pedagogical Approach to a Real Teaching of Portuguese Second Language in Angola. Int J Sci Technol Soc. 2021;9(5):209-215. doi: 10.11648/j.ijsts.20210905.11

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@article{10.11648/j.ijsts.20210905.11,
  author = {Celestino Domingos Kutala and Joao Domingos Pedro},
  title = {Didactic-Pedagogical Approach to a Real Teaching of Portuguese Second Language in Angola},
  journal = {International Journal of Science, Technology and Society},
  volume = {9},
  number = {5},
  pages = {209-215},
  doi = {10.11648/j.ijsts.20210905.11},
  url = {https://doi.org/10.11648/j.ijsts.20210905.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsts.20210905.11},
  abstract = {In this article we present an approach focused on the teaching of Portuguese Language in Angola from a real perspective, obeying the fact that it is a second language for a large part of the population; the expansion of the Portuguese language throughout the national territory, will help to disseminate and promote the learning of this language as a language of national and international identification. In this sense, the approach is focused on pedagogical-didactic and methodological aspects, taking into account the bilingual reality of the speaker and not only; the teacher as the primary agent of the dissemination of this process must adapt his teaching mode to the true linguistic reality of the country. Thus, the correlation or cohabitation between languages generates a set of adverse phonomenos that the teacher must take into account in so that his teaching activity in the classroom is a success. The didactic-pedagogical activity in the teaching of the Portuguese language in Angola has been neglecting a set of factors, which we believe are preponderant for a more realistic teaching, that is, more contextualized. In view of these facts, we suggest methodologies that incorporate aspects of the student's reality as a presupposition for a teaching that privileges cultural and sociolinguistic aspects, in order to provide teaching in the second language aspect.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - Didactic-Pedagogical Approach to a Real Teaching of Portuguese Second Language in Angola
AU  - Celestino Domingos Kutala
AU  - Joao Domingos Pedro
Y1  - 2021/10/16
PY  - 2021
N1  - https://doi.org/10.11648/j.ijsts.20210905.11
DO  - 10.11648/j.ijsts.20210905.11
T2  - International Journal of Science, Technology and Society
JF  - International Journal of Science, Technology and Society
JO  - International Journal of Science, Technology and Society
SP  - 209
EP  - 215
PB  - Science Publishing Group
SN  - 2330-7420
UR  - https://doi.org/10.11648/j.ijsts.20210905.11
AB  - In this article we present an approach focused on the teaching of Portuguese Language in Angola from a real perspective, obeying the fact that it is a second language for a large part of the population; the expansion of the Portuguese language throughout the national territory, will help to disseminate and promote the learning of this language as a language of national and international identification. In this sense, the approach is focused on pedagogical-didactic and methodological aspects, taking into account the bilingual reality of the speaker and not only; the teacher as the primary agent of the dissemination of this process must adapt his teaching mode to the true linguistic reality of the country. Thus, the correlation or cohabitation between languages generates a set of adverse phonomenos that the teacher must take into account in so that his teaching activity in the classroom is a success. The didactic-pedagogical activity in the teaching of the Portuguese language in Angola has been neglecting a set of factors, which we believe are preponderant for a more realistic teaching, that is, more contextualized. In view of these facts, we suggest methodologies that incorporate aspects of the student's reality as a presupposition for a teaching that privileges cultural and sociolinguistic aspects, in order to provide teaching in the second language aspect.
VL  - 9
IS  - 5
ER  -

Copy | Download