Between What Is Spoken and What Is Taught: A Pedagogical-Didactic Approach in Angolan Teaching

João Pedro; Celestino Katala

doi:doi:10.11648/j.reports.20220201.11

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Between What Is Spoken and What Is Taught: A Pedagogical-Didactic Approach in Angolan Teaching

João Pedro, Celestino Katala

Published in Reports (Volume 2, Issue 1)

Received: 6 January 2022 Accepted: 24 January 2022 Published: 25 February 2022

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Abstract

In the course of this article, we intend to bring up several questions of a pedagogical-didactic nature with regard to the teaching of the Portuguese language in the Angolan context, that is, to describe some gaps and adverse situations unrelated to the understanding of the teacher who linguistically prejudices his students for not adapting to what he teaches (grammatical nomenclature). Moreover, we awe theories about language teaching in a multilingual reality such as ours, in which from an early age, most students have to deal with different linguistic realities in the same interactional space, house-street-school, since this hinders their way of expressing themselves, often because they are stigmatized by colleagues and by the teacher himself, having known and learned only a communicative situation, intends to do the same with its students, obeying national plans without taking into account reality with student. The fact that the Portuguese language is not the mother tongue of a high percentage of Angolan children (and, probably, of their teachers) implies that their teaching is done with an adequate methodology, capable of alleviating the difficulties of accessing a language that is not is learned from the cradle and to promote the success of students, as students and as citizens. In fact, the correct command of the Portuguese language, as receptors and as producers, in its oral and written aspects, will dictate the students' path in the remaining curricular subjects and their insertion in society, as active members in their own right. On the other hand, only teachers with proven competence in the reflective use and methodology of the Portuguese language (which they teach and in which they teach) will be able to ensure the perfect fulfillment of the objectives of the educational system.

Published in	Reports (Volume 2, Issue 1)
DOI	10.11648/j.reports.20220201.11
Page(s)	1-6
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), 2022. Published by Science Publishing Group

Keywords

Speech, Teaching, Pedagogical, Didactic, Angolan

References

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[2]	Santos, Leonor. New challenges in teaching Portuguese. Santarém: Escola Superior de Educação de Santarém, 2011.
[3]	Antunes, Irandé. Portuguese: encounter & interaction. São Paulo: Parábola Editorial, 2003.
[4]	Educational development program - 2007 discipline: Portuguese language advisor: altair pivovar ies: federal university of paraná professor: Denise aparecida schirlo duarte artigo pde. The teaching of Portuguese language: perspectives and contradictions - April 2008.
[5]	Arroyo, Miguel G. Broken images: trajectories and times of students and teachers. Petrópolis, RJ: Voices, 2004.
[6]	Hernandez, F. Transgression and changes in education: work projects. Porto Alegre, Medical Arts, 1998.
[7]	Oliveira, Iara de. Didactics and methodology of teaching Portuguese language and literature / Iara de Oliveira. Indaial: UNIASSELVI, 2015. ISBN 978-85-7830-922-0.
[8]	Speech samples from the "Comparative study of concordance patterns in African, Brazilian and European varieties", available in www. concordancia.letras.ufrj.br, organized by Sílvia Vieira.
[9]	LUFT, Celso Pedro. Língua e Liberdade. Porto Alegre. L & PM Editores 1985. 2ª ed.
[10]	Comfort, André Nemi (Orgs.). Description and teaching of Portuguese language: contemporary themes. Portuguese Language And Teaching Series. Volume 6. Rio de Janeiro: Dialogarts, 2018. Bibliography. ISBN 978-85-8199-097-2.
[11]	Class Portuguese: encounter & interaction. São Paulo: Parábola, 2003. Coelho, Fábio André Cardoso; Silva, Jefferson Evaristo do Nascimento.
[12]	Gaspar, Sofia Isabel Neves Fernandes. (2015). The Portuguese language in Angola: contributions to a Second Language methodology. Master's thesis. Faculty of Social sciences and Humanities, Universidade Nova do Porto.
[13]	Pedro, J. Dynamics of Forms of Treatment in Portuguese Spoken in Angola. International Journal of Applied Linguistics and Translation. Vol. 7, No. 4, 2021, pp. 133-140. doi: 10.11648/j.ijalt.20210704.12.
[14]	Fernandes C. A. and Paula, B. Anna. (2008). Methodology for Teaching Portuguese and Foreign Languages. Comprehension and Production of Texts in Mother and Foreign Languages. Ed. IBPEX.
[15]	Mateus, M. H. Maria e Villava, Alina. (2006). The Essentials on Linguistics. Editorial Nzila.
[16]	Da Costa, A. Fernandes. (2006). Structural ruptures of Portuguese and Bantu languages in Angola. For a differential analysis. (UCAN).
[17]	Celestino Domingos Kutala, Joao Domingos Pedro. Didactic-Pedagogical Approach to a Real Teaching of Portuguese Second Language in Angola. International Journal of Science, Technology and Society. Vol. 9, No. 5, 2021, pp. 209-215. doi: 10.11648/j.ijsts.20210905.11.

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João Pedro, Celestino Katala. (2022). Between What Is Spoken and What Is Taught: A Pedagogical-Didactic Approach in Angolan Teaching. Reports, 2(1), 1-6. https://doi.org/10.11648/j.reports.20220201.11

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João Pedro; Celestino Katala. Between What Is Spoken and What Is Taught: A Pedagogical-Didactic Approach in Angolan Teaching. Reports. 2022, 2(1), 1-6. doi: 10.11648/j.reports.20220201.11

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AMA Style

João Pedro, Celestino Katala. Between What Is Spoken and What Is Taught: A Pedagogical-Didactic Approach in Angolan Teaching. Reports. 2022;2(1):1-6. doi: 10.11648/j.reports.20220201.11

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@article{10.11648/j.reports.20220201.11,
  author = {João Pedro and Celestino Katala},
  title = {Between What Is Spoken and What Is Taught: A Pedagogical-Didactic Approach in Angolan Teaching},
  journal = {Reports},
  volume = {2},
  number = {1},
  pages = {1-6},
  doi = {10.11648/j.reports.20220201.11},
  url = {https://doi.org/10.11648/j.reports.20220201.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.reports.20220201.11},
  abstract = {In the course of this article, we intend to bring up several questions of a pedagogical-didactic nature with regard to the teaching of the Portuguese language in the Angolan context, that is, to describe some gaps and adverse situations unrelated to the understanding of the teacher who linguistically prejudices his students for not adapting to what he teaches (grammatical nomenclature). Moreover, we awe theories about language teaching in a multilingual reality such as ours, in which from an early age, most students have to deal with different linguistic realities in the same interactional space, house-street-school, since this hinders their way of expressing themselves, often because they are stigmatized by colleagues and by the teacher himself, having known and learned only a communicative situation, intends to do the same with its students, obeying national plans without taking into account reality with student. The fact that the Portuguese language is not the mother tongue of a high percentage of Angolan children (and, probably, of their teachers) implies that their teaching is done with an adequate methodology, capable of alleviating the difficulties of accessing a language that is not is learned from the cradle and to promote the success of students, as students and as citizens. In fact, the correct command of the Portuguese language, as receptors and as producers, in its oral and written aspects, will dictate the students' path in the remaining curricular subjects and their insertion in society, as active members in their own right. On the other hand, only teachers with proven competence in the reflective use and methodology of the Portuguese language (which they teach and in which they teach) will be able to ensure the perfect fulfillment of the objectives of the educational system.},
 year = {2022}
}

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T1  - Between What Is Spoken and What Is Taught: A Pedagogical-Didactic Approach in Angolan Teaching
AU  - João Pedro
AU  - Celestino Katala
Y1  - 2022/02/25
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AB  - In the course of this article, we intend to bring up several questions of a pedagogical-didactic nature with regard to the teaching of the Portuguese language in the Angolan context, that is, to describe some gaps and adverse situations unrelated to the understanding of the teacher who linguistically prejudices his students for not adapting to what he teaches (grammatical nomenclature). Moreover, we awe theories about language teaching in a multilingual reality such as ours, in which from an early age, most students have to deal with different linguistic realities in the same interactional space, house-street-school, since this hinders their way of expressing themselves, often because they are stigmatized by colleagues and by the teacher himself, having known and learned only a communicative situation, intends to do the same with its students, obeying national plans without taking into account reality with student. The fact that the Portuguese language is not the mother tongue of a high percentage of Angolan children (and, probably, of their teachers) implies that their teaching is done with an adequate methodology, capable of alleviating the difficulties of accessing a language that is not is learned from the cradle and to promote the success of students, as students and as citizens. In fact, the correct command of the Portuguese language, as receptors and as producers, in its oral and written aspects, will dictate the students' path in the remaining curricular subjects and their insertion in society, as active members in their own right. On the other hand, only teachers with proven competence in the reflective use and methodology of the Portuguese language (which they teach and in which they teach) will be able to ensure the perfect fulfillment of the objectives of the educational system.
VL  - 2
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Author Information

João Pedro
Celestino Katala

Department of Modern Languages, Faculty of Humanities, Luanda, Angola

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APA Style

João Pedro, Celestino Katala. (2022). Between What Is Spoken and What Is Taught: A Pedagogical-Didactic Approach in Angolan Teaching. Reports, 2(1), 1-6. https://doi.org/10.11648/j.reports.20220201.11

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ACS Style

João Pedro; Celestino Katala. Between What Is Spoken and What Is Taught: A Pedagogical-Didactic Approach in Angolan Teaching. Reports. 2022, 2(1), 1-6. doi: 10.11648/j.reports.20220201.11

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AMA Style

João Pedro, Celestino Katala. Between What Is Spoken and What Is Taught: A Pedagogical-Didactic Approach in Angolan Teaching. Reports. 2022;2(1):1-6. doi: 10.11648/j.reports.20220201.11

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@article{10.11648/j.reports.20220201.11,
  author = {João Pedro and Celestino Katala},
  title = {Between What Is Spoken and What Is Taught: A Pedagogical-Didactic Approach in Angolan Teaching},
  journal = {Reports},
  volume = {2},
  number = {1},
  pages = {1-6},
  doi = {10.11648/j.reports.20220201.11},
  url = {https://doi.org/10.11648/j.reports.20220201.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.reports.20220201.11},
  abstract = {In the course of this article, we intend to bring up several questions of a pedagogical-didactic nature with regard to the teaching of the Portuguese language in the Angolan context, that is, to describe some gaps and adverse situations unrelated to the understanding of the teacher who linguistically prejudices his students for not adapting to what he teaches (grammatical nomenclature). Moreover, we awe theories about language teaching in a multilingual reality such as ours, in which from an early age, most students have to deal with different linguistic realities in the same interactional space, house-street-school, since this hinders their way of expressing themselves, often because they are stigmatized by colleagues and by the teacher himself, having known and learned only a communicative situation, intends to do the same with its students, obeying national plans without taking into account reality with student. The fact that the Portuguese language is not the mother tongue of a high percentage of Angolan children (and, probably, of their teachers) implies that their teaching is done with an adequate methodology, capable of alleviating the difficulties of accessing a language that is not is learned from the cradle and to promote the success of students, as students and as citizens. In fact, the correct command of the Portuguese language, as receptors and as producers, in its oral and written aspects, will dictate the students' path in the remaining curricular subjects and their insertion in society, as active members in their own right. On the other hand, only teachers with proven competence in the reflective use and methodology of the Portuguese language (which they teach and in which they teach) will be able to ensure the perfect fulfillment of the objectives of the educational system.},
 year = {2022}
}

Copy | Download

TY  - JOUR
T1  - Between What Is Spoken and What Is Taught: A Pedagogical-Didactic Approach in Angolan Teaching
AU  - João Pedro
AU  - Celestino Katala
Y1  - 2022/02/25
PY  - 2022
N1  - https://doi.org/10.11648/j.reports.20220201.11
DO  - 10.11648/j.reports.20220201.11
T2  - Reports
JF  - Reports
JO  - Reports
SP  - 1
EP  - 6
PB  - Science Publishing Group
SN  - 2994-7146
UR  - https://doi.org/10.11648/j.reports.20220201.11
AB  - In the course of this article, we intend to bring up several questions of a pedagogical-didactic nature with regard to the teaching of the Portuguese language in the Angolan context, that is, to describe some gaps and adverse situations unrelated to the understanding of the teacher who linguistically prejudices his students for not adapting to what he teaches (grammatical nomenclature). Moreover, we awe theories about language teaching in a multilingual reality such as ours, in which from an early age, most students have to deal with different linguistic realities in the same interactional space, house-street-school, since this hinders their way of expressing themselves, often because they are stigmatized by colleagues and by the teacher himself, having known and learned only a communicative situation, intends to do the same with its students, obeying national plans without taking into account reality with student. The fact that the Portuguese language is not the mother tongue of a high percentage of Angolan children (and, probably, of their teachers) implies that their teaching is done with an adequate methodology, capable of alleviating the difficulties of accessing a language that is not is learned from the cradle and to promote the success of students, as students and as citizens. In fact, the correct command of the Portuguese language, as receptors and as producers, in its oral and written aspects, will dictate the students' path in the remaining curricular subjects and their insertion in society, as active members in their own right. On the other hand, only teachers with proven competence in the reflective use and methodology of the Portuguese language (which they teach and in which they teach) will be able to ensure the perfect fulfillment of the objectives of the educational system.
VL  - 2
IS  - 1
ER  -

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