Ana Gonçalves Matos is assistant professor at the Department of Modern Languages, Cultures and Literatures of the Faculty of Social Sciences and Humanities, Nova University Lisbon. She is the Coordinator of three Masters in Teaching English. She also participates with a seminar in the PhD Languages Teaching – Multilingualism and Education for a Global Citizenship. She coordinates pre- service teacher training and supervises several PhD and MA theses. She is a Researcher at CETAPS (Centre for English, Translation and Anglo-Portuguese Studies), where she integrates the TEALS (Teacher Education and Applied Language Studies) research group. Her areas of interest include intercultural education, citizenship education, education through the Arts, literature in education.
Recent publications include:
(2017). Book review – Learning with Literature in the EFL Classroom. CLELEjournal, Volume 5, Issue 1. ISSN 2195-5212
(2016). Ana Gonçalves Matos&Helena Lopes. “Sprache der Vögel: Citizenship Education through Literary Texts to Reach Learners”. In Alistair Ross, Michalis Kakos and Christoph Müller-Hofstede (eds) Beyond Us vs Them: Citizenship Education with Hard to Reach Learners in Europe. Bonn: Bundeszentrale für Politische Buildung. ISBN: 978-3-8389-0618-8
(2016). « Les mots ne se laissent pas faire comme des catafalques, et toute langue est étrangère » – L’élément culturel en didactique des langues. Supplément – En Direct de l’APPF. Associação Portuguesa dos Professores de Francês. ISBN 978-989-98976-1-8
(2015). Mark Sawyer & Ana Gonçalves Matos. “The intercultural role of literature in foreign language teaching: A comparative study (Portugal and Japan)”. Kotoba to Bunka. Kwansei Gakuin University Language Center, 3 (18), 55-74. ISSN 1343-8530
(2014). “Narrative Matters in Intercultural Learning – contributions from Jerome Bruner”. Revista Lusófona de Educação, 28, 11-22. ISSN: 1646-401X
(2012). Literary Texts and Intercultural Learning – Exploring New Directions. Oxford and Bern: Peter Lang.
(2011) “Current readers and intercultural learning”. In Arndt Witte and Theo Harden (eds), Intercultural Competence – Concepts, Challenges, Evaluations. Oxford and Bern: Peter Lang.
(2011) “(Re)placing literary texts in the intercultural foreign language classroom”. International Education Studies 4 (5), 5-9.
(2010) “A model for intercultural reading in foreign language education”. In M. Cañado (ed.)Proceedings of the XXIII GRETA Convention. Updating TEFL: a Classic Reborn. Jaén: Joxman Editores.
Ana Rita Soveral Padeira é professora auxiliar do DEPARTAMENTO DE HUMANIDADES da UNIVERSIDADE ABERTA desde a sua criação. Doutorou-se nesta universidade em 2001, em Estudos Portugueses, na especialidade de Literatura Portuguesa, lecionando desde então nas áreas da Literatura Portuguesa, diversas épocas, das Literaturas de expressão portuguesa, da História do Cinema Português e da História do Teatro Português.
Presentemente, para além dos Estudos Anglo-Portugueses, faz convergir a sua pesquisa no domínio dos Estudos Portugueses, designadamente na literatura portuguesa (dos séculos XVIII e XIX), e nas literaturas de expressão portuguesa, cinema e teatro português, privilegiando ainda o campo das relações entre a literatura e o cinema.
É membro efetivo do CETAPS / CENTRE FOR ENGLISH, TRANSLATION AND ANGLO-PORTUGUESE STUDIES desde 2008, fazendo desde então parte do grupo de investigação dos Estudos Anglo-Portugueses e, posteriormente, do grupo British Culture and History, tendo participado com a apresentação de comunicações em diversos colóquios, quer nacionais quer internacionais, organizados neste âmbito.Ana Rita Soveral Padeira Ana Rita Soveral Padeira
Affiliation – Escola Superior de Educação e Comunicação, Universidade do Algarve (School of Education and Communication, University of Algarve)
Seniority – Senior
António Lopes is Professor of English Studies at the School of Education and Communication, University of Algarve, where he teaches English language, literature and culture, cultural studies and ELT. He is currently the deputy director of the School, as well as director of the master’s degree in the Teaching of Portuguese and English in Basic Education. He holds a PhD in English Culture, an MA in English Literature, a post-Graduation in Anglo-American Studies and a BA in English and German Languages and Literatures. As a member of CETAPS since 2008, he has been working with several research groups, namely Anglo-Portuguese Studies, British Culture and History, and Teaching of English and Applied Language Studies (TEALS). He has also participated in a number of European-funded projects in the areas of ELT and ICT. He is the international coordinator of the European-funded project PETALL (Pan European Task-based Activities for Language Learning; http://petallproject.eu). His publications include Is There an End of Ideologies? Exploring Constructs of Ideology and Discourse in Marxist and Post- Marxist Theories (Newcastle-upon-Tyne: Cambridge Scholars, 2015).
Lopes, António and Raúl Ruiz-Cecilia (Eds.) (2018). New Trends in Language Teaching: methods, evaluation, training. Newcastle upon Tyne: Cambridge Scholars Publishing. ISBN-13:978-1-5275-0597-1
Lopes, António and Merja Mattos-Parreira (Eds.) (2017). Challenges in the Construction of an Inclusive Society. Newcastle upon Tyne: Cambridge Scholars Publishing. ISBN: 978-1-5275-0340-3
Ruiz-Cecilia, Raúl and António Lopes (Eds.) (2016). Current Issues in Language Teaching: Innovating Approaches. Editorial Académica Española. ISBN: 9783639531237
Lopes, António (2015), Is There an End of Ideologies? Exploring Constructs of Ideology and Discourse in Marxist and Post-Marxist Theories, Newcastle: Cambridge Scholars.
Lopes, António (2015), “Critical issues in the evaluation of an international project dedicated to technology-mediated TBLT (PETALL)”, TEwT – The Journal of Teaching English with Technology, no. 2.
Lopes, António (2015), “A Voz Do Mineiro [The Miner’s Voice]: Raising working-class consciousness in a British-owned mine in Southern Portugal – a discursive approach”, Revista de Estudos Anglo-Portugueses, no. 24.
Lopes, António (2015), “Spurring ICT-based Tasks in the Language Classroom: a European Project (PETALL) of International Collaboration”, in Conference proceedings’. International Conference ICT for language learning. 8th Conference edition, Florence, Simonelli.
Lopes, António (2014), “The University as Power or Counter-Power? Foucault, Althusser, May 1968 and the construction of a more comprehensive university’. European Journal for Research on the Education and Learning of Adults (RELA), 5(1).
Lopes, António (2013), “Translating Echoes: Challenges in the Translation of the Correspondence of a British Expatriate in Beresford’s Lisbon (1815-1817)”, InTRAlinea: Translation Journal, Bologna. ISSN: 1827-000X.
Lopes, António (2014), “Mapping out the invisible visible: science, technology and the remaking of visual culture”, Anglo-Saxonica, III:8.
Lopes, António (2014), “Comércio em Tempos de Guerra: Correspondência de Samuel Farrer (4.ª Parte: Junho de 1814-Janeiro de 1815)”, Revista de Estudos Anglo-Portugueses, no. 23.
Lopes, António (2013), “Comércio em Tempos de Guerra: Correspondência de Samuel Farrer (3.ª Parte: Julho de 1813-Abril 1814)”, Revista de Estudos Anglo-Portugueses, no. 22.
Lopes, António (2012), “Reinventing America On The Battlefields Of Spain Or Following The Party Line? Conflicting Perceptions of the Spanish Civil War in the Present and in the Past”, Op.Cit: A Journal of Anglo-American Studies, II series no. 1.António Manuel Bernardo Lopes António Manuel Bernardo Lopes
Carlos Ceia is Full Professor of English Studies at Faculty of Human and Social Sciences at Nova University of Lisbon, Portugal. He is founder and head of the Language Institute of Nova University of Lisbon (ILNOVA) and a current member of the Scientific Board of NOVA FCSH. He is also the coordinator of the Centre for English, Translation and Anglo-Portuguese Studies (CETAPS) where he leads the research group on Teacher Education and Applied Language Studies (TEALS).
Recent publication include:
Articles in peer reviewed journals:
Carolyn has taught English to young learners, teenagers and adults in Portugal for more than 20 years. She currently works as an Invited Assistant Professor at FCSH, Universidade Nova de Lisboa, Portugal, where she teaches undergraduates on the translation course, and postgraduates on the MA in Teaching English in Primary Education. She is a member of CETAPS and is on the Pedagogical Committee of the Portuguese Association of English Teachers. She has an MA in Applied Linguistics and TESOL and a Ph.D in Didactics. She is interested in the areas of peer oral interaction and learning opportunities, engagement with language, the use of task based learning, language learning in young learners and the role of affect in language learning.
Recent publications include:
Leslie, C. (2017). Learning opportunities in peer interaction and the influence of the social contextLinguarum Arena ,8, 13-32.
Leslie, C. (2017). Group cohesion and learning opportunities in peer interaction. Porta Linguarum, Monograph 2, 245-265.
Leslie, C.E. (2016). Humour in peer interaction in the L2 classroom. eTEALS: An e-journal of Teacher Education and Applied Language Studies, 6, (1), 51-67. https://doi.org/10.1515/eteals-2016-0004 Leslie, C.E. (2016). Lexical chunks. APPInep Newsletter, 6, 1-2. Retrieved fromhttp://www.appi.pt/activeapp/wp-content/uploads/2014/03/november_Newsletter-6.pdf
Leslie, C.E. (2014). The role of speaking in task based learning. In A. Chenoll, B. Sieberg, M. Franco & M. Lindemann (Eds.), FALAR: a competência oral no ensino de uma língua estrangeira = Speaking: teaching oral communication skills in foreign languages, (69-83). Retrieved from http://hdl.handle.net/10400.14/14699 Leslie, C.E. (2014). Effective Interaction in the language classroom. InEnglish digital, 8. Retrieved fromhttp://issuu.com/britishcouncilportugal/docs/inenglish-digital-08
Leslie, C.E. (2012). Attitudes towards English in Portugal. eTEALS: An e-journal of Teacher Education and Applied Language Studies, 3. Retrieved from http://ler.letras.up.pt/site/default.aspx?qry=id05id1306id2554&sum=sim Leslie, C.E. (2012). Metaphor, narrative and reality in the life sciences. Via Panorâmica: Revista Electrónica de Estudos Anglo-Americanos, número especial “Em Defesa da Utopia – II”. Retrieved from http://ler.letras.up.pt/site/default.aspx?qry=id05id1188id2627&sum=sim
Leslie, C.E. (2012). William Morris. Via Panorâmica: Revista Electrónica de Estudos Anglo-Americanos, número especial “Em Defesa da Utopia – II”. Retrieved from http://ler.letras.up.pt/site/default.aspx?qry=id05id1188id2627&sum=sim
Leslie, C.E. (2010). Technology and language learning: Wikis and webquests. eTEALS: An e-journal of Teacher Education and Applied Language Studies, 1. Retrieved fromhttp://ler.letras.up.pt/site/default.aspx?qry=id05id1306id2304&sum=simCarolyn E. Leslie Carolyn E. Leslie
Catarina Castro holds a PhD in Languages, Literatures and Cultures, with a specialization in Foreign Languages Pedagogy, from the Faculty of Human and Social Sciences at Nova University of Lisbon, Portugal. As a researcher of CETAPS, she integrates the research group on Teacher Education and Applied Language Studies (TEALS). Her areas of interest include materials development for second language learning, teacher education and intercultural competence.
She has worked as a lecturer at Camões-Instituto da Cooperação e da Língua in East Timor (National University of East Timor), Berlin (Humboldt University and Freie University), and recently as a visiting teacher in Barcelona (Universitat Autònoma de Barcelona).
Recent publications include:
(2018). Campus Universitário 1 (Método de Ensino Baseado em Tarefas; PLE/ Nível A1) Lisboa: Lidel. ISBN: 978-989-752-274-1
(2017). Ensino de Línguas Baseado em Tarefas: da Teoria à Prática [Task-Based Language Teaching: from Theory to Practice]. In M. J. Grosso (Dir.). Lisboa: Lidel.
(2017). Aprendizagem de segundas línguas em contexto universitário. [Learning second languages in a university context]. In P. Osório (Org.), M. J. Grosso (Dir.). Teorias e Usos Linguísticos – Aplicações ao Português Língua Não Materna (pp. 271-282). Lisbon: Lidel. ISBN 978-989-752-258-1
(2016). Imagens do (ensino) português no estrangeiro: da Investigação à Intervenção [Images of (teaching) portuguese abroad: From research to intervention]. In S. Melo-Pfeiffer (Org.), M. J. Grosso (Dir.). Didática do Português – Língua de Herança (pp. 205-215), Ed. Lisbon: Lidel. Co-author: S. Melo-Pfeiffer. ISBN: 978-989-752-200-0
(2018). “Pedagogia por Tarefas: um projeto de formação inicial de professores de Inglês”, Revista de Estudos Anglo-Portugueses/Journal of Anglo-Portuguese Studies, nº 27, pp.51-69. ISNN 0871-682X
(2016). The philosophy underlying the use of L2 textbooks in a university context. Folio – Materials Development Association (MATSDA), v. 17/, pp. 18-23. ISSN 1357 406X
(2016) O desenvolvimento de materiais para o ensino de Segundas Línguas: Desafios atuais. [Second Language materials development: Current challenges]. Revista Palavras, 48-49, pp. 67-77. ISSN 0870-7499
(2015). Existem razões para se continuar a usar manuais no ensino de línguas? Algumas conclusões sobre o seu papel atual e funcionalidade [Are there still reasons to keep on using textbooks for language teaching? Some conclusions about their current role and functions]. Revista Agália – Revista de Estudos na Cultura, nº 111 | 1º Semestre (2015):155-172 ISSN 1130-3557|
(2015). O papel dos mecanismos de aprendizagem implícitos e explícitos na aquisição de uma segunda língua: Implicações e pedagógicas [The role of implicit and explicit mechanisms and second language acquisition: Pedagogical implications]. Revista Portuguesa de Pedagogia, nº 49, 2, pp. 7-25.DOI: http://dx.doi.org/10.14195/1647‑8614_49‑2_1
(2015). Manuais para o ensino de segundas línguas em contexto universitário: que abordagem metodológica? [Textbooks for second language teaching in higher education: what methodological approach?]. Revista Indagatio Didatica, v. 7 (4), pp. 87-106. ISSN: 1647-3582Catarina Castro Catarina Castro
Clarisse Costa Afonso holds a PhD and Master in German Studies from Nova University of Lisbon (UNL) and a Bachelor in Translation Studies from the University of Heidelberg, Germany. She is a researcher at CETAPS/TEALS and assistant Professor at the Department of Modern Languages, Cultures and Literatures, at the Faculty of Social and Human Sciences (UNL) in the teaching areas of Teacher Education and Methodology and German Culture in Master courses, Translation and German Media in Bachelor courses. She has coordinated the teacher training of secondary school at the FCSH and the bachelor course of languages, culture and literature. She has several publications in teacher education and intercultural studies and is member of the Associação Portuguesa de Professores de Alemão (APPA), Board member since 2011, as well as of the Associação Portuguesa de Estudos Germanísticos (APEG) which she has represented at the GAVE/IAVE’s (educational assessment office) advisory/scientific Council from 2000 to 2017. She’s retired since June 2016.
Recent publications include:
Afonso, C. Costa (2014) A questão intercultural na formação inicial de professores. In Fiéis, Alexandra, Maria Lobo & Ana Madeira, orgs. O Universal e o Particular. Uma vida a comparar. Homenagem a MariaFrancisca Xavier. Lisboa: Edições Colibri; pp.17-28. [ISBN 978-989-689-477-1].
Afonso, C. Costa, co-author. CLIL-LOTE-START (Content and Language Integrated Learning – Languages other than English). Graz: ECML (European Centre of Modern Languages), 2012. Brochure available athttp://clil-lote-start.ecml.at/
Afonso, C. Costa. “Perspektiven der Implementierung von Schule im Wandel in Portugal.”Fremdsprachenlehrende aus- und fortbilden im Blended-Learning-Modus – Erfahrungen und Erkenntnisse aus dem Comenius-Projekt “Schule im Wandel.” Nicola Würffel and Alicia Padrós, eds. Tübingen: Gunter Narr Verlag (Giessener Beiträge zur Fremdsprachendidaktik), 2011. 98-110.
Afonso, C. Costa. “Intercultural comepetence: a major issue in foreign language teacher training?”Intercultural Competence – Concepts, Challenges, Evaluations. Arnd Witte and Theo Harden, eds. Series: Intercultural Studies and Foreign Language Learning, vol. 10. Oxford: Peter Lang, 2011. 127-40.
Afonso, C. Costa. Didáctica das Línguas Estrangeiras. Ramada :Pedago, 2010. With the support of the Goethe Insitute Lisbon.
Afonso, C. Costa. “Kulturkompetenz in der Ausbildung der Sprachlehrer: “Aufräumen” oder “Ausräumen”?”Kulturbau – Aufräumen, Ausräumen, Einräumen. Peter Hanenberg et al., eds. Frankfurt am Main: Peter Lang, 2010. 241-53.
Afonso, C. Costa. “Políticas Europeias para as Línguas – Plano de Acção 2004-06: Promove a Aprendizagem das Línguas e a Diversidade Linguística.” Aprendizagem ao Longo da Vida e Políticas Educativas Europeias – Tensões e ambiguidade nos discursos e nas práticas de estados, instituições e indivíduos. Mariana Gaio Alves, ed. UIED/FCT-UNL, Colecção Educação e Desenvolvimento, 2010. 75-105.http://hdl.handle.net/10362/5341
Afonso, C. Costa. ““Arrumar” ou “Desarrumar” a Formação dos Professores de Línguas?” Transl. ANAIS – Educação e Desenvolvimento, Universidade Nova de Lisboa, UIED FCT, 2009. 181-91.
Afonso, C. Costa. “Papel da Didáctica no Desenvolvimento das Competências Linguística e Intercultural.” ANAIS – Educação e Desenvolvimento, UNL, UIED-FCT, 2009. 201-03.
Afonso, C. Costa. “Kann die portugiesische Lehrerausbildung im Sinne von CLIL umstrukturiert werden?”Curriculum Linguae 2007 – Linguistic Diversity through integration, innovation and exchange. K. Haataja, ed. Tampere: Juvenes Print (Finland), 2008. 257-264.
Afonso, C. Costa. “Difficultés d’adaptation de questionaire sur les transmissions entre famille et écoles en contextes linguistiques et culturels différents.” ANAIS – Educação e Desenvolvimento, UNL, UIED-FCT, 2008. 413-22. http://hdl.handle.net/10362/3758
Afonso, C. Costa. “Será a actual formação inicial de professores em Portugal compatível com a docência de AILC?” Transl. ANAIS – Educação e Desenvolvimento, UNL, UIED FCT, 2008. 295-303.http://hdl.handle.net/10362/3757
Afonso, C. Costa, Célia Azevedo and Mónica Moreira. “O desenvolvimento da consciência intercultural a partir da didactização do filme alemão “Nirgendwo in Afrika.”” EU e o OUTRO – Estudos Multidisciplinares sobre Identidade(s), Diversidade(s) e Práticas Interculturais. Rosa Bizarro, org. Porto: Areal Editores, 2007. 248-55.
Afonso, C. Costa. “A Democratização do Ensino e as Desigualdades Sociais no Ensino/Aprendizagem Intercultural de Línguas Estrangeiras.” Revista Diálogo Educacional, Programa de Pós-Graduação em Educação – Pontifícia Universidade Católica do Paraná 6.17 (January-April 2006): 85-96.
Afonso, C. Costa. “Professores de Língua Estrangeira: que competências?” Formação de Professores de Línguas Estrangeiras: Reflexões, Estudos e Experiências. R. Bizarro and F. Braga, orgs. Porto: Porto Editora, 2006. 450-60.Clarisse Costa Afonso Clarisse Costa Afonso
Deolinda Simões is 3rd generation Californian and has lived in Portugal since 1982.
She has a Bachelor of Arts degree in Liberal Arts from the University of the State of New York and a Master of Arts in American Studies with a focus on American literature from the Universidade Nova in Lisbon. Her thesis was on California’s literary landscape in the works of Joan Didion and analyzed the novels Play it as it Lays and Run River. Her PhD is in Languages, Literatures and Cultures from Nova University Lisbon. The title of the PhD thesis is “Making Connections: Engineering and Language Issues in Teaching English for Specific Purposes”. which she finished in 2014 at FCSH/UNL.
The main source of inspiration for a PhD in Didactics of Foreign Languages is a result of over 30 years teaching English as a second language in Portugal of which four were dedicated to teaching English for Specific Purposes to college students at the Portuguese Catholic University in academic areas of Communication, International Relations, Portuguese Studies and Translation and over 17 years teaching English to engineering majors at an engineering polytechnic institute in Coimbra, Portugal. She has also focused on teaching English for Academic Purposes to college professors in Portugal and recently in Poland.
Although translation is not her teaching area, she has over 20 years of experience doing translations in mainly Portuguese to English including academic texts in engineering and technological areas such as PhD and Master dissertations, articles, abstracts, certificates and other official documentation for records and admissions at the college where she teaches at, contracts and legal documents, as well as other academic related literature.
Currently she is Head of Humanities Academic Board at Coimbra Engineering Institute (ISEC) and teaches English to engineering majors in mechanical, electrical and computer science engineering fields.
Her research interests are American literature, language teaching methodologies, 2nd language acquisition and English for Specific Purposes.
Recent publications include:
Simões, Deolinda. “Literary Silences: The Representation of Different and Non-Narrated Realities in Narration,” Op. Cit. 2.1 (2012): 142-60.
Simões, Deolinda and Helga Guincho. “Crossing Borders: Using translation techniques in improving Portuguese European Computer Science Course Students’ Language Proficiency.” ICEUTE. University of Salamanca (2011): 458-63.
Simões, Deolinda, Helga Guincho, and Isabel Magalhães. “Teaching Languages to European Computer Science Students in an Engineering Institute in Portugal: Translation Approaches in the English, German and French Classroom.” E-Teals: an e-journal of Teacher Education and Applied Language Studies.4 (2013). http://ler.letras.up.pt/site/default.aspx?qry=id05id1306&sum=simDeolinda Simões Deolinda Simões
Fátima Vieira is Associate Professor (with “Agregação”) at the Faculty of Letters at the University of Porto, where she has been teaching since 1986. She has got her Doctoral degree in 1998, with a thesis on William Morris and the British Utopian Literary tradition. She is the Chairperson of the Utopian Studies Society / Europe since 2006.
She is the Coordinator of the University of Porto’s branch of CETAPS – Centre for English, Translation and Anglo-Portuguese Studies, where she is the leader of the research project “Mapping Dreams: British and North-American Utopianism”. She has also collaborated with ILC – The Institute for Comparative Literature Margarida Losa since 2000, where she has coordinated research projects on Portuguese utopianism.
Fátima Vieira is also the director of the collection Nova Biblioteca das Utopias, of the Portuguese publishing house Afrontamento, and the General director of E-topia, an electronic journal on Portuguese utopianism, as well as of Spaces of Utopia, a transdisciplinary electronic journal on Utopia written in English. She is Book Review Editor for the North-American Journal Utopian Studiesand belongs to the Editorial board of several international academic journals.
At the University, she has mainly taught Utopian Studies, Cultural Studies and Translations Studies, both to undergraduate and post-graduate students. She has also taught and supervised students of the TEEME Doctoral Programme (Text and Event in Early Modern Europe, the 1st ERASMUS MUNDUS Doctoral Programme in the field of the Humanities), as well as of several SOCRATES Intensive Programmes (in Italy, Portugal and the Czech Republic). She is the Coordinator of ARUS Post-Doctoral Programme at the University of Porto (Advanced Research in Utopian Studies), as well as of the Multidisciplinary ARUS Seminars.
As a researcher of CETAPS, she has translated The Tempest (2001) and As you like it (2007) for the publishing house Campo das Letras, and is now preparing a translation of Julius Caesar for Relógio D’Água publishing house. As a freelance translator, she has translated several works by John Irving and John Updike. She has given many lectures in Portugal and abroad, organized several conferences and published widely in her main fields of research.
In the past, she coordinated large-scale projects, such as the Junior University and Eurotopia 2100: An Interactive Project. She is currently the coordinator of PAN-Utopia 2100, as well of Utopia 500: Commemorative Programme of the 500 years of the publication of Thomas More’s Utopia.
From 2012 to 2014, she held a seat at the General Board of the University of Porto, and has belonged to several Academic Boards since she got her PhD, in 1998.
In 2008, the project STEPS-UP: Support for Teaching English in Primary Schools – University of Porto (pedagogical coordination: Maria Ellison; administrative coordination: Fátima Vieira), won the European Language Label; in 2012, it was nominated by the European Commission as the “Best Language Project for the Ten Past Years”.
In 2013, the American and Canadian association Society for Utopian Studies selected Fátima Vieira as a recipient of the Larry E. Hough Distinguished Service Award.
Among Fátima Vieira’s most important publications on utopia are the chapters she wrote to:
She has also edited several volumes in the field of utopian studies:
and prepared annotated editions of utopian texts:
Filipe da Costa e Silva Pinto Furtado, professor catedrático jubilado da Faculdade de Ciências Sociais e Humanas da UNL.Filipe da Costa e Silva Pinto Furtado Filipe da Costa e Silva Pinto Furtado
Gabriela Gândara Terenas is an Associate Professor in English and North- American Literary and (Inter)Cultural Studies (special area English Culture and Anglo- Portuguese Cultural Relations) at the Faculty of Social Sciences and the Humanities, Universidade Nova de Lisboa, where she coordinates the Masters Degree in Translation in the Department of Modern Languages, Literatures and Cultures. She has taught several first degree courses, postgraduate, masters and PhD seminars, in a number of areas, including Anglo-Portuguese Literary and Cultural Studies, Cultural Theory, Translation Studies, History of England, English Literature and Culture and North-American Literature and Culture. She has supervised several masters and doctoral theses in Anglo-Portuguese Studies, Translation and English and North-American Studies, and has evaluated international PhD projects. She is the editor of the Journal of Anglo-Portuguese Studies, since 2014.
Recent publications include:
Terenas, Gabriela Gândara, 2017, “Évocations poétiques de l’Espagne dans la presse et autres imprimés portugais pendant la Guerre d’Indépendance (1808-1814)”. La poésie, vecteur de l’information au temps de la Guerre d’Espagne (1808-1814). Dir. Elisabel Larriba et Agustín Coletes Blanco. Aix-en-Provence: Presses Universitaires de Provence/Aix-Marseille Université. 135-158. ISBN 979-10-320-00XX-X/ ISSN 1761-4481
Terenas, Gabriela Gândara, 2017, “Subversive Notes: a Politically Oriented Version of Moby Dick produced during the Salazar Regime”. Translation, the Canon and its Discontents: Version and Subversion. Ed. Miguel Ramalhete. Newcastle: Cambridge Scholars Press. 77-92. ISBN-13:978-1-4438-9562-0http://www.cambridgescholars.com/translation-the-canon-and-its-discontents
Terenas, Gabriela Gândara, 2016, “ ‘Portugal and the Allies’: os Britânicos e a Participação de Portugal na Primeira Grande Guerra”. Revista Mátria Digital, nº4, Novembro 2016-Outubro 2017. 173-190. http://matriadigital.cm-santarem.pt .
Terenas, Gabriela Gândara, 2015, “El Noble Ejemplo de España”: Poesía de la Guerra de la Independencia (1808-1814). Estudio Crítico y Corpus Bilingüe Anotado. Madrid, Ministerio de Defensa/Gobierno de España. Obra resultante do Proyecto Nacional de Investigación I+D+i FFI2011-23532 “Otras lenguas, otras armas: Poesía proespañola inglesa, portuguesa, francesa y alemana de la guerra de la Independencia (1808-1814). Edición, traducción y estudios” (Proyecto OLE’11). http://publicaciones.defensa.gob.es/inicio/libros/libro/el-noble-ejemplo-de-españa-poesía-portuguesa-de-la-guerra-de-la-independencia-(1808-1814).
Terenas, Gabriela Gândara, 2015, “Os Intelectuais Anglófonos e a Política Colonial do Estado Novo”. Mátria XXI. Revista do Centro de Investigação Professor Doutor Joaquim Veríssimo Serrão. Santarém, Centro de Investigação Professor Doutor Veríssimo Serrão/Câmara Municipal de Santarém, nº4, Maio de 2015.285-313. ISBN: 2182-6544
Terenas, Gabriela Gândara, 2014, “Jane Marcet and the Popularisation of Science in Britan”. Via Panorâmica: Revista Electrónica de Estudos Anglo-Americanos / An Anglo-American Studies Journal. Série 3, Número Especial, . 58-74. ISSN: 1646-4728. Web: http://ler.letras.up.pt/.
Terenas, Gabriela Gândara, 2014, “No Cruzamento da História com a Literatura: o Caso dos Romances da Guerra Peninsular”. Mátria XXI. Revista do Centro de Investigação Professor Doutor Joaquim Veríssimo Serrão. Santarém, Centro de Investigação Professor Doutor Veríssimo Serrão/Câmara Municipal de Santarém, nº3. 191-217. ISBN: 2182-6544
Terenas, Gabriela Gândara, 2013, “El Cerco y la Caída de Almeida en las Narrativas Portuguesas y Britânicas de la Guerra Peninsular: el Mutilado de Ruivães y Richard Sharpe” in Cristina Borreguero Beltrán (coord.), La Guerra de la Independencia en el Valle del Duero: los asedios de Ciudad Rodrigo y Almeida. E-Book. ISBN: 978-84-92572-38-0 Depósito legal: DL-VA 736-2013, 429-452.
Terenas, Gabriela Gândara Terenas, 2013, “William Carr Beresford, Marechal do Exército Português: (Re)Configurações Portuguesas e Britânicas”. Actas do XXI Colóquio de História Militar: Nos 250 Anos da Chegada do Conde de Lippe a Portugal: Necessidade, Reformas e Consequências da Presença de Militares Estrangeiros no Exército Português. Lisboa, Comissão Portuguesa de História Militar/Rainho e Neves – Artes Gráficas.713-725. ISBN: 978-989-8593-02-3
Terenas, Gabriela Gândara, 2013, “Intrigue, Deception and Treachery: Anglo-Portuguese Political and Military Relations as Portrayed in a Peninsular War Novel”. “A Scholar for all Seasons”. Homenagem a João de Almeida Flor. Org, Teresa Cid, Luísa Flacão, J. Carlos Viana Ferreira, Marília Martins Gil, Teresa de Ataíde Malafaia, Hanna Pieta, Alexandra Assis Rosa, Adelaide Meira Serras e Alcinda Pinheiro de Sousa. Lisboa, Centro de Estudos Anglísticos da Universidade de Lisboa/Departamento de Estudos Anglísticos da Faculdade de Letras de Lisboa. 261-273. ISBN: 978-972-8886-21-9Gabriela Gândara Terenas Gabriela Gândara Terenas
Gualter Mendes Queiroz Cunha is a retired Full Professor from Faculdade de Letras – Universidade do Porto. His fields of academic activity are English Studies and Literary Translation, with research interests in eighteenth-Century English Literature, Twentieth- Century English Literature and Literary Translation (English-Portuguese). His recent academic activities include publication in the areas of Modernism, Literature and Empire, and Translation.
Recent publications include:
Tradução e Notas de Rima do Velho Marinheiro, de Samuel Taylor Coleridge. (Nova edição, revista). Lisboa: Relógio D´Água, 2001.
Tradução e Introdução de Quatro Quartetos, de T. S. Eliot. Lisboa: Relógio d’Água Editores, 2004.
«A herança de Locke na literatura inglesa e as partilhas: os casos de Daniel Defoe, Laurence Sterne e William Blake». A Herança de Locke / Locke’s Legacy. Org. Teresa de Ataíde Malafaia e J. Carlos Viana Ferreira. Lisboa: Centro de Estudos Anglísticos da Universidade de Lisboa, 2005, 153-64.
“A tour of some gardens of modernism: from Coole Park to Eccles Street”. Translocal Modernisms. Ed. Irene Ramalho Santos e António Sousa Ribeiro. Bern: Peter Lang, 2008, 41- 56.
«The Translation of Shakespeare’s Sonnets in Portugal». William Shakespeare’s Sonnets: A Quartercentenary Anthology. Ed. Manfred Pfister and Jürgen Gutsch. Dozwil TG Schweitz, 2009, 527-30
«’If I do grow great, I’ll grow less’: O paradoxo do lugar cómico de Falstaff em Henry IV (Part I)», in Maria Helena Serôdio, João de Almeida Flor, Alexandra Assis Rosa, Rita Queiroz de Barros e Paulo Eduardo Carvalho (org.), Shakespeare entre nós, Vila Nova de Famalicão, Edições Húmus / Lisboa, CEAUL e CET, 2009, pp. 157 167.
«Utopia, Dystopia and Disenchantment in three Eurocentric narratives of Africa: Haggard’s King Solomon’s Mines, Conrad’s Heart of Darkness and Naipaul’s A Bend in the River». Via Panorâmica: Revista Electrónica de Estudos Anglo-Americanos – An Electronic Journal of Anglo-American Studies. Nº especial (2012), 10-31.
Tradução, Introdução e Notas de Henrique IV (Parte II), de W. Shakespeare. Lisboa: Relógio D´Água, 2013.
“’I made him know his Name should be Friday’: language, voice and identity in the narrative of Empire”. Via Panorâmica: Revista Electrónica de Estudos Anglo-Americanos – An Electronic Journal of Anglo-American Studies. Lições – Fora de Série (2014), 6-13.
“Reading 1912: Modernism and the Little Magazines”. A time to reason and compare: international modernism revisited one hundred years after, Eds. Jorge Bastos da Silva e Joana Matos FriasNewcastle-upon-Tyne, Cambridge Scholars Publishing, pp. 69-86, 2016.
Hélder Fanha Martins is Professor of English for Specific Purposes at the Lisbon Accounting and Business School, Lisbon Polytechnic Institute (LABS-ISCAL), teaches and coordinates several courses, such as Business English, Legal English and Management Simulation Projects.
Holding a PhD in Education Sciences/Applied Languages from Nova University (UNL), Hélder Fanha Martins has been carrying out his research activities in the areas of Languages for Specific Purposes, Computer-Assisted Language Learning, Technical Translation and Terminology, and Information Systems applied to Organizations. He is a member of several journals’ editorial boards and at LABS he coordinates the Information and Communication Sciences department and the Languages group.
As a member of CETAPS, he has been mainly working with the Teaching of English and Applied Language Studies (TEALS) research group.
Orcid ID: 0000-003-3544-0703
Researcher ID: P-9991-2017
Fanha Martins, H.; Martins, J. (2015). Dicionário de Economia e Negócios Internacionais (English/Portuguese & Portuguese/English): Edições Sílabo, Lisboa.
Fanha Martins, H.; Pinheiro, P. (2013). The Accounting Dictionary (inglês/português & português/ingles): Edições ATF, Lisboa.
Fanha Martins, H.; Rodrigues, A.C. (2013). Dicionário de Termos e Expressões de Fiscalidade e Direito Fiscal – inglês/português & português/inglês: Edições Sílabo, Lisboa.
Fanha Martins, H.; Fernandes, P. (2013). Legal English Contexts: Sinapis Editores, Lisboa.
Fanha Martins, H.; Carvalho, A. S. (2013). Business English Letters (Vol.2), Human Resources, Purchasing and Sales: Sinapis Editores, Lisboa.
Fanha Martins, H. (2012). A Dictionary of Accounting and Finance, Português-Inglês-Português, 2º Edição, revista e melhorada, ATF edições, Lisboa.
Fanha Martins, H. (2012). Business English Letters (Vol.1), Payments and Accounts: OTS Publishing, Business English Series.
Fanha Martins, H. (2012). Aprendizagem Online de Inglês como Língua Estrangeira com Base em Tecnologias Assíncronas e Síncronas, Colibri, Colecção Caminhos do Conhecimento, Lisboa.
Fanha Martins, H. (2011). A Dictionary of Accounting and Finance, Português-Inglês-Português, 1º Edição, ATF edições, Lisboa.
Gomes, O.& Fanha Martins, H. (2016). «Introduction to Advances in Applied Business Research». In O. M Gomes; Fanha Martins, H. (Ed.) Advances in Applied Business Research. The LABS Initiative. New York, Nova Publishers.
Fanha Martins, H. (2012). «The Use of a Business Simulation Game in a Management Course». Maria Manuela Cruz-Cunha (Ed.) Serious Games as Educational, Business, and Research Tools: Development and Design. Barcelos: Idea Group Publishing, Information Science Reference.
Fanha Martins, H. (2010). «The Experience of an Online Management Simulation Game to Foster Collaboration and Team Work », in Youngkyun Baek (ed.), Gaming for Classroom-Based Learning: Digital Role Playing as a Motivator of Study, Idea Group Publishing, Information Science Reference.
Fanha Martins, H. & Ferro, M. J. (2009) «Selecting Appropriate Communication Tools to Support Teams’ Creative Processes in SMEs». Maria Manuela Cruz-Cunha (Ed.) Enterprise Information Systems for Business Integration in SMEs: Technological, Organizational and Social Dimensions. Barcelos: Information Science Reference. 252-269.
Advances in Applied Business Research – The LABS Initiative, Nova Publishing, New York, 2016.
Teaching and Learning Languages for Specific Purposes: Blurring Boundaries. Lisboa, Ministério da Educação e Fundação Calouste Gulbenkian, 2007.
Articles in peer reviewed journals:
Fanha Martins, H. (2017). Perspectives on Business English as a Lingua Franca in Business Communication, Teacher Education and Curriculum Studies, vol. 2, nº5, Science Publishing Group.
Fanha Martins, H.; et. al. (2017). Spillover Effects in Tricity. American Journal of Academic Research, vol. 2, nº1, American Scholarly Research Association.
Fanha Martins, H. (2017). Needs Analysis Revisited: a Cornerstone for Business English Courses. International Journal of English Language and Translation Studies, 05(01):57-63.
Fanha Martins, H (2016). Notes on Online Digital Games and language learning: a Review. American Journal of Language and Literacy, Vol.1, nº2, B10-B16.
Fanha Martins, H. & Ferro, M. J. (2016). Academic Plagiarism: Yielding to Temptation. British Journal of Education, Society & Behavioural Science, Vol. 13, nº1, 1-11.
Fanha Martins, H. & Ferreira, A. (2015). Capital Intelectual e o Ensino Superior: Análise e Perspectivas, vol. 5, nº2, Perspectivas em Gestão & Conhecimento, Instituto Brasileiro de Informação em Ciência e Tecnologia.Helder António Fanha Martins Helder António Fanha Martins
Affiliation – FCSH/NOVA
Seniority – Senior
Iolanda Ramos is Assistant Professor at Nova University Lisbon, Portugal, where she teaches English Studies and Translation Studies. She has published extensively within the field of Victorian Studies, mainly on political and social issues under the framework of Cultural Studies and Utopian Studies. Her doctoral thesis on Ruskin’s social and political thought was published by the Gulbenkian Foundation in 2002. She is the author of Matrizes Culturais: Notas para Um Estudo da Era Vitoriana (2014) and co-editor of Performing Identities and Utopias of Belonging (2013). Her research interests cover 19th, 20th and 21st century culture and include neo-Victorianism, visual studies, gender studies and interculturality. She is a member of the Editorial Board of the online and double-blind refereed journals The Eighth Lamp: Ruskin Studies Today and Spaces of Utopia: An Electronic Journal. She has been carrying out research as part of the project “Mapping Dreams: British and North-American Utopianism” within the Centre for English, Translation and Anglo-Portuguese Studies (CETAPS) since 2004 and the project “Utopia, Food and the Future: Utopian Thinking and the Construction of Inclusive Societies – A Contribution from the Humanities”, financed by FCT, since 2016.
Ramos, Iolanda (2017). “R. F. Burton Revisited: Alternate History, Steampunk and the Neo-Victorian Imagination”. Open Cultural Studies. Vol. 1. Special issue Victorians Like Us—Domesticity and Worldliness. Ed. Ana Cristina Mendes and Iolanda Ramos. De Gruyter Open. 591-603. ISSN (Online) 2451-3474.
Mendes, Ana Cristina and Iolanda Ramos, eds. (2017). “Introduction: Victorians Like Us—Domesticity and Worldliness”. Open Cultural Studies. Vol. 1. Special issue Victorians Like Us—Domesticity and Worldliness. De Gruyter Open. 571-575. ISSN (Online) 2451-3474.
Ramos, Iolanda (2017). “Interacções Pragmáticas: Interculturalidade, Identidade(s) e Globalização”.Viagens Intemporais pelo Saber: Mapas, Redes e Histórias. Coord. Catarina Monteiro, Clara Sarmento e Gisela Hasparyk. Porto: Edição CEI, pp. 136-158.
Ramos, Iolanda (2017). “Food for Thought: Nurture and Nature in The Giver”. Cadernos de Literatura Comparada, nº36, Junho, pp. 139-151.
Ramos, Iolanda (2016). “Exploring the Realms of Utopia: Science Fiction and Adventure in A Red Sun Also Rises and The Giver”. Utopia(s): Worlds and Frontiers of the Imaginary. Ed. Maria do Rosário Monteiro and Mário S. Ming Kong. London: CRC Press, pp. 387-391.
Almeida, Maria Clotilde, Luís Cavaco-Cruz e Iolanda Ramos, eds. (2016). Tradução, Transcriação, Transculturalidade. Independence, MO: Arkonte Publishing.
Ramos, Iolanda (2016). “Steampunk”. E-Dicionário de Termos Literários (EDTL). Coord. Carlos Ceia. ISBN: 989-20-0088-9.
Ramos, Iolanda (2015). “Neovitorianismo”. E-Dicionário de Termos Literários (EDTL). Coord. Carlos Ceia. ISBN: 989-20-0088-9.
Ramos, Iolanda (2015). “A Not So Secret Garden: English Roses, Victorian Aestheticism and the Making of Social Identities”. Gaudium Sciendi: Revista Electrónica da Sociedade Científica da Universidade Católica Portuguesa, nº8, Julho, pp. 98-115.
Ramos, Iolanda (2014), Matrizes Culturais: Notas para Um Estudo da Era Vitoriana, Lisboa, Edições Colibri.
Botelho, Teresa / Iolanda Ramos, eds. (2013), Performing Identities and Utopias of Belonging, Newcastle upon Tyne, Cambridge Scholars Publishing.
Ramos, Iolanda (2012), “A Global Family of Man: The Imperial Utopia of ‘White Negroes’”, in Sara Graça da Silva / Fátima Vieira / Jorge Bastos da Silva (eds.), (Dis)entangling Darwin: Cross-Disciplinary Reflections on the Man and His Legacy, Newcastle upon Tyne, Cambridge Scholars Publishing, pp. 118-133.
Ramos, Iolanda (2011), “A Visão Pré-Rafaelita: Uma Utopia Transcultural”, in Cristina Pratas Cruzeiro / Rui Oliveira Lopes (eds.), Arte e Sociedade: Actas das Conferências As Artes Visuais e as Outras Artes, Lisboa, Faculdade de Belas-Artes da Universidade de Lisboa/CIEBA, pp. 276-287.
Ramos, Iolanda (2010 ), “Museums for the People: A Signifying Practice of Order within a Community”, in Carmen Casaliggi / Paul March-Russell (eds.), Ruskin in Perspective: Contemporary Essays, Newcastle upon Tyne, Cambridge Scholars Publishing, pp. 115-131.
Ramos, Iolanda (2010), “Génese de Uma Ciência: O Legado Doutrinário Britânico e a Economia Política no Portugal Oitocentista”, Revista de Estudos Anglo-Portugueses, nr. 19, pp. 251-263.
Ramos, Iolanda (2006), “Utopia Re-Interpreted: An Interview with Vita Fortunati”, Spaces of Utopia: An Electronic Journal, nr. 2, pp. 1-14.
Ramos, Iolanda (2006), “Clues to Utopia in W. H. Mallock’s The New Republic”, Spaces of Utopia: An Electronic Journal, nr. 2, pp. 28-41.
Ramos, Iolanda (2003), “‘Tell me what you like, and I’ll tell you what you are’ – An Overview of the Victorian Political Economy of Art”, in Annie Escuret / Fátima Vieira (eds.), Cahiers Victoriens et Édouardiens: Miscellany / The Great Exhibition Conference, nr. 57, pp. 211-222.
Ramos, Iolanda (2002), O Poder do Pó: O Pensamento Social e Político de John Ruskin (1819-1900), Lisboa, Fundação Calouste Gulbenkian / Fundação para a Ciência e Tecnologia.Iolanda Ramos Iolanda Ramos
Isabel Oliveira Martins is an Assistant Professor at the Faculty of Social and Human Sciences at Nova University of Lisbon. She holds a PhD in Contemporary American literature – The Good War: Perspectives and Contributions of the American War Novel. Her main research and teaching interests are connected to four areas: Anglo-Portuguese Studies (mainly British and American travellers in Portugal), Portuguese-American Studies, North American Literature and Literary Translation. She has published and taught in these areas since 1983. She is the Coordinator of the Erasmus Programme (for English and North-American Studies) in the Department of Modern Languages, Cultures, and Literatures, the Coordinator of the Traineeship Programme of the same Department, Vice-Director of Ilnova (Instituto de Línguas da Universidade Nova de Lisboa), and a Member of the Pedagogical Board of the Faculty. She is a member of several national and international literary and cultural associations, such as APEAA, ULICES (University of Lisbon Centre for English Studies), ESSE, EAAS, ABIL, PSA, EST and ACLA. Since 2014 she is an invited member of the EAAS Women’s Network (http://www.women.eaas.eu/Mainmembers.html).
Recent publications in the area of Anglo-Portuguese Studies include:
Martins, Isabel Oliveira, transl. and coordinator. O Abade Correia da Serra na América 1812-1820, Richard Beale Davis. Lisbon: Imprensa das Ciências Sociais, 2013.
Martins, Isabel Oliveira. Mark Twain em Portugal. Lisbon: BNP, CEAUL, Fundação para a Ciência e Tecnologia, 2010.
Martins, Isabel Oliveira. William Morgan Kinsey. Uma Ilustração de Portugal. Lisbon: Edições 70, 1987.
Chapters in books:
Martins, Isabel Oliveira. “Marianne Baillie’s View of Portugal or British Femaleness Abroad.”Literature and the Long Modernity. Irimia Mihaela and Andreea Paris, eds. Amsterdam and New York: Rodopi, 2014. 323-35.
Martins, Isabel Oliveira. “The Representation of Otherness: an American Vassar Girl’s Perspective on Spain.” Interrogating Gazes. Comparative Critical Views on the Representation of Foreignness and Otherness. Monserrat Cots, Pere Gifra-Adroher and Glyn Hambrook, eds. Bern: Peter Lang, 2013.179-86.
Martins, Isabel Oliveira. “O Portugal Finissecular (1889-1890): a visão de um americano / Portugal at the End of the Century (1889-1890): an American’s Perspective.” From Brazil to Macao: Travel Writing and Diasporic Spaces. Alcinda Pinheiro de Sousa, Luís Flora and Teresa Malafaia, eds. Lisbon: ULICES, 2013. 283-97.
Martins, Isabel Oliveira. ““What has occurred that has never occurred before”: a case study of the first Portuguese detective story.” Poe’s Pervasive Influence. Maryland: Leigh University Press. Co-published with The Rowman & Littlefield Publishing Group, 2012. 75-89.
Martins, Isabel Oliveira. “Recordações da Península: a visão do military-viajante Moyle Sherer.” A Guerra Peninsular em Portugal (1810-1812): Derrota e Perseguição. A Invasão de Masséna e a Transferência das Operações para Espanha. 2 vols. Lisbon: Comissão Portuguesa de História Militar, 2012. Vol. I. 565-76.
Martins, Isabel Oliveira. “Para inglês ler: a versão inglesa da obra de Dumouries sobre o Portugal de 1766.” Pombal e o seu Tempo. Casal de Cambra: Caleidoscópia, 2010. 151-61.
Martins, Isabel Oliveira. “Uma república parlamentar ou uma república para lamenter: os americanos e a implanta;cão da república portuguesa.” Regicídio e República. Opiniões Britânicas e Norte-Americanas. Casal de Cambra: Caleidoscópia, 2010. 99-139.Isabel Oliveira Martins Isabel Oliveira Martins
Isabel Simões-Ferreira is Head Coordinator Professor at Escola Superior de Comunicação Social (ESCS)-Instituto Politécnico de Lisboa (IPL). She currently teaches Media Discourse Analysis, English for Journalism, Culture and Media. Apart from her teaching activities, she is also the President of the Technical and Scientific Council at ESCS and a research collaborator at the Centre for English Studies of Lisbon University /ULICES. She has published on Anglo-Portuguese relations, Luís de Camoes’s The Lusiads and its translations in English, British discourses on Portuguese sea-faring travels and empire-building in India; post-colonial studies and the literature of the British empire in late nineteenth and early twentieth centuries; media and cultural studies, namely the complex interrelations of social, political and cultural matters and their representations in media discourse.
She is author of:
Simões-Ferreira, Isabel. Visões do Império: Os Ingleses na Índia. Lisbon: Edições Colibri, 2006.
Simões-Ferreira, Isabel. Momentos Discursivos do Encontro Anglo-Português com a Índia. Lisbon: Instituto Superior de Ciências Sociais e Políticas, 2005.
Her latest publications range from travel literature to the semiotics of visual discourse and the mediatization of the British monarchy:
Simões-Ferreira, Isabel. “Hegemonia e Consumismo na Cobertura Mediática do Casamento do Príncipe William com Kate Middleton.” Op. Cit.: A Journal of Anglo-American Studies (forthcoming).
Cruz, Andreia Filipa C., Isabel Simões-Ferreira, and Maria José Mata. “World Press Photo 2012: a Construção Discursiva da Primavera Árabe.” Revista de Comunicação Pública 10.17 (2015).http://cp.revues.org/900
Simões-Ferreira, Isabel. “Travelling to India: Eliza Fay’s Narrative Account of her Voyages.” Op. Cit.: A Journal of Anglo-American Studies 2.3 (2014): 1-15.
Simões-Ferreira, Isabel. “O Reinado de Isabel II e a Relação com os Média.” A Scholar for All Seasons. Livro de Homenagem a João Almeida Flor. CEAUL/DEA. Lisbon: Edições Colibri, 2013. 405-19.
Simões-Ferreira, Isabel. “The Wedding of Prince Charles and Camilla Parker-Bowles: Royal Mediation and Press Mediatization.” Catalan Journal of Communication & Cultural Studies 5.1 (2013): 83-96.
Simões-Ferreira, Isabel. “East of Suez and the Imaginary Tangles of Space and Self.” Op. Cit.: A Journal of Anglo-American Studies 2.1 (2012): 34-45.Isabel Simões-Ferreira Isabel Simões-Ferreira
João Paulo Ascenso Pereira da Silva is Assistant Professor in the Department of Modern Languages, Cultures and Literatures at the Faculty of Social and Human Sciences, nova University Lisbon, where he teaches English Culture, 18th and 19th century English Literature and Anglo-Portuguese Studies, since 1992. From 2002 to 2008 he was head of the Lisbon Branch of CETAPS (Centre for English, Translation and Anglo-Portuguese Studies), formerly named CEAP (Centro de Estudos Anglo-Portugueses). He holds both an MA and a PhD (Nova University Lisbon) in Anglo-Portuguese Studies and his main research fields are Anglo-Portuguese literary and cultural relations in the Augustan, Romantic and Victorian Ages as well as XVIIIth, XIXth and XXth century travel writing on Portugal. He has participated in national and international academic venues and published dozens of papers and several book chapters. Both his MA and PhD dissertations (entitled Memórias de Portugal, a Obra Lusófila de John Adamson and Temas, Mitos e Imagens de Portugal numa Revista Inglesa do Porto: the Lusitanian 1844-1845) were respectively published in 1990 and 2001, the latter one by the Calouste Gulbenkian Foundation. He is co-author of the volume an Account of the Kingdom of Portugal /Relação do Reino de Portugal (1701), which was edited by the Portuguese National Library in 2007.
Recent publications include:
Silva, João Paulo Ascenso Pereira da, ed. Pombal e o Seu Tempo, Leituras Interdisciplinares. Lisbon: Caleidoscópio, 2010.
Silva, João Paulo Ascenso Pereira da, Maria Leonor Machado de Sousa and Isabel Lousada. An Acccount of the Kingdom of Portugal / Relação do Reino de Portugal (1701). Maria João Rocha Afonso, transl. Lisbon: Textos BN, National Library, 2007.
Silva, João Paulo Ascenso Pereira da. Temas, Mitos e Imagens de Portugal numa Revista Inglesa do Porto: ‘The Lusitanian’ (1844-1845). Lisbon: Textos Universitários de Ciências Sociais e Humanas, Fundação Calouste Gulbenkian / Fundação para a Ciência e a Tecnologia, Ministério da Ciência e da Tecnologia, 2001.
Silva, João Paulo Ascenso Pereira da. Memórias de Portugal, A Obra Lusófila de John Adamson. Ponta Delgada: Eurosigno, 1990.
Chapters in books:
Silva, João Paulo Ascenso Pereira da. “Aubrey Fitz-Gerald Bell, Portugal of the Portuguese (1915).”Regicídio e República. Opiniões Britânicas e Norte-Americanas. Manuel Canaveira and David Evans, eds. Lisbon: Caleidoscópio, 2010. 227-64.
Silva, João Paulo Ascenso Pereira da. “Uma visão do Portugal setecentista num manuscrito inglês da Época Augustana.” Desígnios Augustanos, Estudos sobre a Rainha Ana de Inglaterra e a sua Época. Jorge Miguel Bastos da Silva and Fátima Vieira, eds. Porto: Lemos & Moutinho Artes Gráficas lda, 2003. 91-113.
Articles in national peer-reviewed journals:
Silva, João Paulo Ascenso Pereira da Silva. “Filipa Lowndes Vicente, Entre Dois Impérios, Viajantes Britânicos em Goa (1800-1940). Lisboa Tinta-da-China, 2015.” Revista de Estudos Anglo-Portugueses – Journal of Anglo-Portuguese Studies. Lisboa: FCT-CETAPS / Caleidoscópio, nº 25, 2016. 421-431. (Recensão crítica). ISSN: 0871-682X
Silva, João Paulo Ascenso Pereira da Silva. “Rogério Miguel Puga, Imagologia e Mitos Nacionais, O episódio dos doze de Inglaterra na Literatura Portuguesa (c. 1550-1902) e o Nacionalismo (Colonial) de Teófilo Braga. Lisboa e Goa: Caleidoscópio, 2014.” Revista de Estudos Anglo-Portugueses – Journal of Anglo-Portuguese Studies. Lisboa: FCT-CETAPS / Caleidoscópio, nº 26, 2017. 259-275. (Recensão crítica). ISSN: 0871-682X
Silva, João Paulo Ascenso Pereira da Silva. “Isabel Machado, Vitória de Inglaterra, a Rainha que Amou e Ameaçou Portugal. Lisboa: A Esfera dos Livros, 2014.” Revista de Estudos Anglo-Portugueses. Lisboa: FCT-CETAPS, nº 23, 2014. 375-386. (Recensão crítica). ISSN: 0871-682X
Silva, João Paulo Ascenso Pereira da e Maria Zulmira Castanheira. “III Ao Encontro do Outro: Viajantes Ingleses em Portugal. Introdução.” From Brazil to Macao, Travel Writing and Diasporic Spaces. Eds. Alcinda Pinheiro de Sousa, Luísa Flora e Teresa Malafaia. Lisboa: ULICES / CEAUL, 2013. 245-247. ISBN 978-972-8886-24-0
– “’History of Portugal» e «Memoranda Lusitanica’ – Uma Visão Romântica da História Portuguesa nas Páginas de The Monthly Mirror.” Entre Classicismo e Romantismo, Ensaios de Cultura e Literatura. Jorge Bastos da silva, Zulmira Castanheira (orgs.). Porto, Faculdade de Letras da Universidade do Porto / CETAPS, 2013, 2, 107-125 [http://ler.letras.up.pt/site/
Silva, João Paulo Ascenso Pereira da. “Paul Hyland e Backwards out of the Big World: em demanda da alma portuguesa 20 anos após a Revolução de Abril.” Dedalus – Revista Portuguesa de Literatura Comparada 14-15 (2010-2011): 153-67.
Publications in scientific conference proceedings:
Silva, João Paulo Ascenso Pereira da Silva. “Portugal of the Portuguese (1915): Aubrey Bell’s Ultraconservative Perspective of the Political Turmoil in Portugal during the First Republic,” comunicação apresentada à Second One-Day Conference on Anglo-Portuguese Studies: “Anglophone Travel Writing on Portugal and its Colonies: Anglo-Portuguese Literary Dialogues,” organizada conjuntamente pelo Centre for English, Translation and Anglo-Portuguese Studies (CETAPS), NOVA, FCSH; pelo Institute of Modern Languages Research (IMLR), University of London e pela Anglo-Portuguese Society. O referido colóquio decorreu no dia 2 de Novembro de 2017, nas instalações do IMLR, na Senate House da University of London.
Silva, João Paulo Ascenso Pereira da Silva. “O amor de Vitória de Inglaterra por Portugal e ‘as malhas que o Império tece’ – o olhar de Isabel Machado sobre as relações luso-britânicas na Era Vitoriana,” comunicação apresentada ao 37th Meeting APEAA, Lisbon, FCSH/UNL, 21st-23rd March 2016. [Comunicação apresentada no dia 21 de Março de 2016].
Silva, João Paulo Ascenso Pereira da Silva. “A Jacobite’s Portrait of Lisbon before the 1755 Earthquake (John Stevens, The Ancient and Present State of Portugal, 1705),” comunicação apresentada ao congresso Anglo-Iberian Relations 1500-1850, Mértola, 9-11 de Abril de 2015, organizado conjuntamente pela Brunel University, London; University of Kent, UK, e pela Universidade de Harvard, Mass., USA. [Comunicação apresentada no dia 11 de Abril de 2015].
Silva, João Paulo Ascenso Pereira da Silva, “Arquitectura e urbanismo em Portugal em meados de Oitocentos – uma perspectiva britânica nas páginas da revista The Lusitanian (1844-1845),” comunicação apresentada à International Conference Arch&Lit: Interarts Dialogue(s), Lisboa, FCSH/UNL, 4-5 de Dezembro de 2014, organizado pelo Centre for English Translation and Anglo-Portuguese Studies. Comunicação apresentada no dia 5 de Dezembro de 2014 [Website: http://
Silva, João Paulo Ascenso Pereira da. “Ralph Fox and Portugal Now (1937): A Communist Militant’s Vision of Salazar’s Country During the Spanish Civil War.” Interrogating Gazes, Comparative Critical Views on the Representation of Foreignness and Otherness. Montserrat Cots, Pere Gifra-Adroher and Glyn Hambrook, eds.” Comparative Literature, Series XVIII, Vol. 137. Bern: Peter Lang, 2012. 213-228.
Silva, João Paulo Ascenso Pereira da. “Ecos e Representações da Guerra Peninsular numa Revista Inglesa do Porto.” A Guerra Peninsular: Perspectivas Multidisciplinares, Congresso Internacional e Interdisciplinar Evocativo da Guerra Peninsular, Integrando o XVII Colóquio de História Militar nos 200 Anos das Invasões Napoleónicas em Portugal (7-9 de Novembro de 2007). Vol. II. Lisbon: Comissão Portuguesa de História Militar, CEAP, 2008.
Silva, João Paulo Ascenso Pereira da. “Cosmopolitanism versus Ethnocentrism: Visions of Portugal in Oporto´s English Magazine, The Lusitanian (1844-1845).” Transgressing Cultural and Ethnic Borders, Boundaries, Limits and Traditions, Vol. 3 of the Proceedings of the XVIth Congress of the ICLA, Transitions and Transgressions in an Age of Multiculturalism. Ampie Coetzee and Ina Grabe, eds. Pretoria: University of South Africa Press, 2004.João Paulo Ascenso Pereira da Silva João Paulo Ascenso Pereira da Silva
Jorge Almeida e Pinho completed his PhD in Anglo-American Studies – Translation, at the Faculty of Letters of the Porto University (FLUP) in 2011. Author of O Escritor Invisível (The Invisible Writer) (2006. QuidNovi) and A Tradução para Edição (Translation for Publishing) (2014. Edições U.P.). Coordinator Professor at the Instituto Superior de Administração e Gestão (ISAG) 1991-2016. Invited Adjunct Professor at Escola Superior de Educação – IPP, since 2010. Invited Auxiliary Professor in the Masters in Translation and in the Ph. D. in Literatures, Cultures and Translation at the Faculty of Arts of Coimbra University, since 2015. Editor of the translation journal Génesis (2001-2007). Researcher at CETAPS, CECC, NIdISAG and InEd. Literary and Technical Translator since 1990.
Recent publications include:
2017 Pinho, Jorge A. “Canon and the Case of The Jewel of Seven Stars, by Bram Stoker”, in Gomes, M. (Ed.) Translation, the Canon and its Discontents: Version and Subversion. Newcastle upon Tyne: Cambridge Scholars Publishing. ISBN (10): 1-4438-9562-8 ISBN (13): 978-1-4438-9562-0
2015 Pinho, Jorge A. “Translators and Publishers: Friends or Foes?” in Rereading Schleiermacher: Translation, Cognition and Culture. Seruya, Teresa & José Miranda Justo (Eds.). (2015) New York, London: Springer Verlag. pp. 185-196. ISBN: 978-3-662-47948-3.
2014 Pinho, Jorge A. A Tradução para Edição. Porto: Editorial da Universidade do Porto
2014 Pinho, Jorge A. “The Translation of Silence: The Interdisciplinary Nature of A Book of Silence and its Implications for Translation”. in Via Panorâmica: Revista Electrónica de Estudos Anglo-Americanos / An Anglo-American Studies Journal. Série 3, 3 (2014): 80-94. ISSN: 1646-4728. Web: http://ler.letras.up.pt/.
2013 Pinho, Jorge A. “Translation for Publishing: A journey into the world of translators and publishers in Portugal (1974-2009).” Artigo publicado na Revista Científica “New Voices in Translation Studies 10”, da International Association for Translation and Intercultural Studies (IATIS), http://www.iatis.org/images/stories/publications/new-voices/Issue10-2013/PhDabstracts/abstract-almeidaepinho-2013b.pdf.
2010 Pinho, Jorge A. “Mãos à Obra… da Tradução.” Artigo publicado na Revista Científica “Cadernos de Tradução”, da Pós-Graduação em Estudos da Tradução, da Universidade Federal de Santa Catarina, n. XIV 2009. 2, Brasil.
2009 Pinho, Jorge A. “As Motivações do Tradutor.” Artigo publicado na revista Viceversa, Revista Galega de Tradución, in vol. 15, da ATG (Asociación de Tradutores Galegos) e da Facultade de Filoloxía e Tradución, Vigo.
2009 Pinho, Jorge A. “The Selective Traveller in Portugal” – Anacronismos e Peculiaridades de um Olhar sobre Portugal. Artigo publicado em Via Panorâmica: revista electrónica de estudos anglo-americanos. Porto: Universidade do Porto, Faculdade de Letras, Biblioteca Digital. – II série, nº 2 (2009), pp. 101-128. ISSN 1646-4728 (http://ler.letras.up.pt/uploads/ficheiros/7538.pdf).
2006 Pinho, Jorge A. “Tradutor – Em Busca de Novos Rumos.” Artigo publicado na Revista Científica “Cadernos de Tradução”, da Pós-Graduação em Estudos da Tradução, da Universidade Federal de Santa Catarina, n. XV/2005.1, Brasil.
2006 Pinho, Jorge A. O Escritor Invisível. Porto: Quidnovi
Jorge Bastos da Silva teaches in the Department of Anglo-American Studies, the Faculty of Arts and Humanities, University of Porto (Faculdade de Letras da Universidade do Porto). His main fields of research are English Literature and Culture (namely the period between the Restoration and Romanticism), Intellectual History (especially Utopian Studies), and Translation and Reception Studies bearing in particular on the history of cultural exchanges between Portugal and the British Isles.
Recent publications include:
English Literature and the Disciplines of Knowledge, Early Modern to Eighteenth Century: A Trade for Light, Brill-Rodopi, 2017 (editor, with Miguel Ramalhete Gomes).
A Time to Reason and Compare: International Modernism Revisited One Hundred Years After, Newcastle upon Tyne, Cambridge Scholars Publishing, 2016 (editor, with Joana Matos Frias).
Tradução e Cultura Literária. Ensaios sobre a Presença de Autores Estrangeiros em Portugal, Porto, Instituto de Literatura Comparada Margarida Losa / Edições Afrontamento, 2014.
The Epistemology of Utopia: Rhetoric, Theory and Imagination, Newcastle upon Tyne, Cambridge Scholars Publishing, 2013 (editor).
Samuel Taylor Coleridge, Biographia Literaria, Porto, Instituto de Literatura Comparada Margarida Losa / Deriva, 2012 (editor and translator).
Vasco José de Aguiar, Utopista Português do Século XIX, Porto, Instituto de Literatura Comparada Margarida Losa / Edições Afrontamento, 2010.
A Instituição da Literatura. Horizonte Teórico e Filosófico da Cultura Literária no Limiar da Modernidade, Porto, U.Porto Editorial, 2010.
Shakespeare no Romantismo Português. Factos, Problemas, Interpretações, Porto, Campo das Letras, 2005.
O Véu do Templo. Contributo para uma Topologia Romântica, Porto, Porto Editora, 1999.
Historian, essayist and academic researcher, Licenciatura (BA+) in History (1994), MA in History from the University of Buckingham (2000), with the thesis Almeida Garrett and Anglo-Portuguese Cultural Interaction 1800-1850, PhD in History from the University of Buckingham with the thesis Holland House and Portugal, 1793-1840.
He is researcher at CETAPS – Centre for English, Translation and Anglo-Portuguese Studies (Nova Univerity of Lisbon) since 2000, Head of the Library and Historical Archive of INATEL Foundation from 2008, member of the Board for the Celebrations of the Centenary of the Death of Eça de Queirós headed by Prof. Carlos Reis (2000) and researcher at the Services of Investigation on Portuguese Literature and Culture, National Library (2000-2002).
Recent publications on the history of Anglo-Portuguese political and cultural relations in the 19th century include :
Sousa, José Baptista da, and John Clarke. “Extract of a Journal of a Journey to Portugal in 1804-1805 by Lord Holland.” Revista de Estudos Anglo-Portugueses 23 (2014): 251-63.
Sousa, José Baptista da. ““Lisbon declared for Doña Maria”: convidados e habitués portugueses da Holland Housa nos anos de 1802-1838.” Revista de Estudos Anglo-Portugueses 21 (2012): 73-103.
Sousa, José Baptista da. Almeida Garrett (1799-1854), Founder of Portuguese Romanticism: A Study in Anglo-Portuguese Cultural Interaction. Lewiston: Edwin Mellen Press, 2011.
Sousa, José Baptisa da. Own edition and translation of Lady and Lord Holland’s and Dr John Allen’s manuscript travel journal to Portugal. Três diários de viagem em Portugal em 1808-1809. Lisbon: Caleidoscópia and CETAPS, 2011.
Sousa, José Baptista da, and John Clarke. “Critics to Enthusiasts: the Hollands Discover Portugal.”Portuguese Studies 21.1 (2005).
Sousa, José Baptista da. “De Westminster a São Bento: a a aprendizagem do parlamentarismo em Almeida Garrett.” Actas do I Congresso Internacional de Estudos Anglo-Portugueses. Lisbon: Centre of Anglo-Portuguese Studies, 2003. 367-81.
Sousa, José Baptista da, Carlos Reis and Luís Costa Dias. Damião de Góis: humanista português na Europa do renascimento. Lisbon: National Library, 2002.
Sousa, José Baptista da, Carlos Reis and Luís Costa Dias. Eça de Queirós: a escrita do mundo. Lisbon: INAPA, 2000.
Sousa, José Baptista da, Carlos Reis and Luís Costa Dias. Garrett Político: catálogo da Exposição. Lisbon: National Library, 1999.José Baptista de Sousa José Baptista de Sousa
José Reis Jorge is Professor of Education at ISEC Lisboa/Instituto Superior de Educação e Ciências. He is currently Director for Research & Development and Chair of the Scientific Board. He holds a PhD in Education and a Master of Education (TEFL) from the University of Bristol, UK. He is a member of the Editorial Board and Peer-Reviewer to Teaching and Teachere Education, Elsevire and Teaching in Higher Education, Routledge. His main resarch interests are in the areas of Foreign Language Teaching and Learning, Approaches to Supervision, Teacher Assessment and Professional Development, and Reflective Practice.
Ferreira, M., Grewiński, M., & Reis-Jorge, J. (2014). Superwizja jako instrument rozwoju zawodowego w służbach społecznych [Supervision as an instrument for professional development in social services]. Warszawa: Mazowieckie Centrum Polityki Społecznej; Wyższa Szkoła Pedagogiczna im. Janusza Korczaka w Warszawie.
Chapters in Books
Reis-Jorge, J. (2014). Kształcenie i superwizja pracowników socjalnych: wkład Portugalii [The training and supervision of social workers: the contribution of Portugal]. In Grewińsky, M. & Skrzypczak, B. (Eds.). Superwizia pracy socjalnej [Supervision in social work], (pp. 60-70). Warszawa: Wyższa Szkoła Pedagogiczna im. Janusza Korczaka w Warszawie; Centrum Wspierania Aktywności Lokalnej CAL.
Reis-Jorge, J. (2012). Podejście systemowe do superwizji w szkolnictwie wyższym [A systemic approach to supervision in higher education]. In Tutorin Akademicki. Przegląd zagadnień (pp. 207-237).Warszawa: Wydawnictwo Wyższej Szkoły Pedagogicznej TWP w Warszawie..
Ferreira, M. & Reis-Jorge, J. (2012). Tutoring i superwizja w szkolnictwie wyzszym – koncepcje i praktyki [Tutoring and supervision in higher education: Concepts and practices]. In Tutorin Akademicki. Przegląd zagadnień (pp. 176-181). Warszawa: Wydawnictwo Wyższej Szkoły Pedagogicznej TWP w Warszawie.
Reis-Jorge, J. M. & Fétal, S. (2012). Promoting social competences among 5th and 6th grade students – PAR Program: A constructivist program of intervention. In S. Orphanos (Ed.), Organizing and improving school environment (pp. 173-187). Athens: Athens Institute for Education and Research.
Reis-Jorge, J. (2009). Contributions for the training of teachers to teach in prisons – the Portuguese case. In A. Selkirk and M. Tichenor (Eds.) Teacher education: policy, practice and research (pp. 265-284). Hauppauge, NY: Nova Science Publishers.
Reis-Jorge, J. & Queiroz, E. (2016). Que contributo da avaliação do desempenho docente para o desenvolvimento pessoal e profissional dos professores?: Um estudo exploratório, Alameda-Revista de Educação, Artes e Ciências, 3, 46-57.
Fombona, J., Vasquez-Cano, E. & Reis-Jorge, J. (2016). Los problemas de los recursos informáticos en el contexto universitário. Revista Iberoamericana de Ciencia, Tecnología y Sociedad, 11(32), 145-163.
Reis-Jorge, J. (2015). Teacher performance assessment: A necessary evil or an indispensable asset? The Portuguese experience. Bașkent University Journal of Education, 2(2), 151-162.
Reis-Jorge, J. & Ferreira, M. (2012). Percursos curriculares para uma escola inclusiva: da retórica à prática da inclusão. Egitanea Sciencia, 11, 7-24.
Reis-Jorge, J. (2008). A reflexividade como eixo estruturante do profissionalismo docente: dimensões e intencionalidades do acto reflexivo e implicações para a formação de professores, Concepções – Revista Científica da Faculdade de São Luís de França, 1, 12-20.
Reis-Jorge, J. (2007) Teachers` conceptions of teacher-research and self-perceptions as enquiring practitioners: A longitudinal case study. Teaching and Teacher Education: an International Journal of Research and Studies, 23(4), 402-417.José Reis Jorge José Reis Jorge
Karen Bennett is Assistant Professor at the Nova University in Lisbon (NOVA-FCSH) where she lectures on the various Translation programmes. She has a MA and PhD in Translation Studies from the University of Lisbon, and researches in Translation Studies (particularly translation and the transmission of knowledge). She has published 2 monographs, 1 collected volume, 1 special issue of an academic journal, 26 journal articles and 19 book chapters.
She is a member of the Advisory Board of the journal The Translator, and is regularly invited to peer review for the major international journals in both Translation Studies (The Translator, Target, Perspectives, Cadernos de Tradução) and Applied Linguistics (Journal of English for Academic Purposes, Journal of Second Language Writing, English for Specific Purposes), and for book publishers such as Routledge, Palgrave and Multilingual Matters.
She is also a member of the ARTIS initiative for Advancing Research in Translation and Interpreting Studies (https://artisinitiative.org/).
International English and Translation. Special Issue of The Translator 23/4. Co-edited with Rita Queiroz de Barros (2017)
The Semiperiphery of Academic Writing: Discourses, Communities and Practices, London: Palgrave Macmillan (2014).
Articles and Book Chapters
‘Foucault in English: the politics of exoticization’. Target – International Journal of Translation Studies 29/2: 224-245. 2017.
‘The geopolitics of academic plagiarism’. In Margaret Cargill and Sally Burgess (eds). Publishing Research in English as an Additional Language: Practices, Pathways and Potentials. Adelaide: University of Adelaide Press. 2017: 209-220.
‘Refracting fundamentalism in Mira Nair’s The Reluctant Fundamentalist (2012)’ (co-authored with Ana Cristina Mendes). In Terence McSweeney (ed.) American Cinema in the Shadow of 9/11. Edinburgh: Edinburgh U.P. 2016: 109-124.
‘Rhetorical incompatibilities in academic writing: English versus the Romance cultures’ (co-authored with Laura-Mihaela Muresan) Synergy 2016: 12.1.
‘Towards an epistemological monoculture: mechanisms of epistemicide in European research publication’. In English as an Academic and Research Language, Ramón Plo Alastrué and Carmen Pérez-Llantada (eds),English in Europe Vol. 2, Berlin: De Gruyter Mouton. 2015: 9-35.
‘Translation on the semiperiphery: Portugal as cultural intermediary in the transportation of knowledge’. In S. Ramos Pinto, R, Bueno Maia and M. Pacheco (eds.), How Peripheral is the Periphery? Translating Portugal Back and Forth. Newcastle: Cambridge Scholars Publishing. 2015: 3-20.
‘The transparency trope: deconstructing English academic discourse’. Discourse and Interaction. 8/2: 5-19. 2015.
‘Like a candle under a bushel’: rhetorical identities in Portugal and England (16th – 21st centuries).Revista de Estudos Anglo-Portugueses 24: 69-83. 2015.
‘The “butler” syndrome: Academic culture on the semiperiphery’, Revista Canaria de Estudios Ingleses 69: 155-171. 2014.
‘Discourses of knowledge: cultural disjunctions and their implications for the language industries’,Ibérica 27: 35-50. 2014.
‘The erosion of Portuguese historiographic discourse’. In K. Bennett (ed.) The Semiperiphery of Academic Writing: Discourses, Communities, Practices, London: Palgrave Macmillan. 2014: 13-38
‘English as a lingua franca in academia: combating epistemicide through translator training’, The Interpreter and Translator Trainer 7(2). 2013. 169-193.
‘The translator as cultural mediator in research publication’ in Supporting Research Writing: Roles and challenges in multilingual settings, Valerie Matarese (ed.), Cambridge: Woodhead Publishing (2013) 93-106.
‘At the selvedges of discourse: negotiating the “in-between” in Translation Studies’. Word and Text 2(2). 2012. 43-61.
‘Footprints in the text: Assessing the impact of translation upon Portuguese historiographic discourse’, Anglo-Saxónica 3(3). 2012. 265-290.
‘The Scientific Revolution and its repercussions on the translation of technical discourse’, The Translator, 17 (2). 2011. 189-210.Karen Bennett Karen Bennett
Luís Manuel André Nunes is an English and German teacher with 28 years of experience in secondary schools of Portugal, the last 22 in Escola Secundária do Fundão. He has been a teacher trainer, the head of his department, mentor and coordinator of the Conflict Management Office, among other relevant duties. He has coordinated several Comenius and Erasmus programmes. He has been the director of Instituto de Línguas do Fundão, Bristol School in Fundão and Covilhã since 2001. In 2012 he obtained a PhD degree in English Didactics from the University of Beira Interior. He has a special interest in the use of emotional intelligence in the teaching of foreign languages and also in psycholinguistics, themes he has talked about publicly both nationally and internationally.
Recent publications and presentations include:
Nunes, L. “Classroom Enrichment: Teaching and Reaching Every Student.” Ubiletras (2009). Covilhã.http://ubiletras.ubi.pt/wp-content/uploads/2010/ubiletraspdf/Nunes-luis-teaching.pdf
Nunes, L. “Managing Conflicts in a Healthy Way at the Secondary School of Fundão.” Paper presented atCNES – Congresso Nacional de Educação para a Saúde at University of Beira Interior, 2010.
Nunes, L. Contribution of an activity in the book Crazy animals and other activities for teaching young learners. Fiona Copland and Sue Garton, eds. With Monika Davis, British Council.http://www.teachingenglish.org.uk/article/crazy-animals-other-activities-teaching-young-learners
Nunes, L. “The Teaching of English in the Primary in Portugal.” Awaiting publication.Luís Nunes Luís Nunes
Márcia Lemos is a collaborating member of CETAPS (Centre for English, Translation, and Anglo-Portuguese Studies), based at the Faculty of Letters of the University of Porto. She holds a BA inModern Languages and Literatures and a MA in Anglo-American Studies with a dissertation on Finnegans Wake. In 2014, she finished her PhD project, a comparative study of James Joyce’s Finnegans Wake and Samuel Beckett’s Murphy, on a state-funded merit scholarship granted by the Foundation for Science and Technology. She has presented papers in several national and international conferences and she has published in different magazines and scholarly journals (Papers On Joyce, Cadernos de Literatura Comparada, E-topia, E-fabulations, Via Panorâmica, Revista Atlântida) and in international collective volumes: Weaving New Perspectives Together: Some Reflections on Literary Studies (Cambridge Scholars Publishing, 2012) and Relational Designs in Literature and the Arts: Page and Stage, Canvas and Screen(Rodopi, 2012). She has been book reviewer for Utopian Studies and she has organised four issues of the on-line journal E-topia (9, 11, 12, 13) and two issues of Via Panorâmica: Revista Electrónica de Estudos Anglo-Americanos / An Anglo-American Studies Journal, 3rd series (No. 3 and Special Issue, 2014). She is primarily interested in English Literature and Utopian Studies.Márcia Diana Fernandes Lemos Márcia Diana Fernandes Lemos
Polytechnic Institute of Portalegre
Margarida Coelho, BA, MA in English Literature and Culture by the University of Lisbon, is a senior lecturer at the Polytechnic Institute of Portalegre (IPP), School of Technology and Management (ESTG). She teaches English Language/ Technical English and is a member of the Technical-Scientific Board (ESTG), the Representative Council (ESTG) and the Academic Council (IPP). As Coordinator of the Languages and Culture Centre (CLiC) of the Institute from 2010 to 2015, she has been deeply involved in the promotion of languages learning among the students of the Institute and in the community. She has participated in the organization of a number of Erasmus Intensive Programmes at IPP and has taken part in several ERASMUS and Study Visits mobility exchanges. Researcher in C3i – Interdisciplinary Coordination Center for Research and Innovation at IPP; collaborator of TEALS (Teacher Education and Applied Language Studies), a research group at CETAPS, and collaborator in the CLIL research team of ReCLes.pt (Associação de Redes dos Centros de Línguas do Ensino Superior em Portugal), she has been developing her research in the areas of translation studies and language methodologies, particularly CLIL. Most relevant publications and presentations include:
Morgado, M. and M. Coelho. “CLIL: Practical approaches of Higher Education EFL teachers.” Proceedings of the International Meeting on Languages, Applied Linguistics, and Translation – LALT 2012. M. C. Arau Ribeiro et.al., eds. University of Évora, 6-7 December 2012. Évora: Department of Linguistics and Literatures, 2015. 129-42.
Morgado, M., M. Coelho, M. C. Arau Ribeiro, A. Albuquerque, M. Silva, G. Chorão, S. Cunha, A. Gonçalves, A. Carvalho, M. Régio, S. Faria and I. Chumbo. ReCLes.pt CLIL training guide. Creating a CLIL learning community in higher education. Santo Tirso: De Facto Editores, 2015.
Arau Ribeiro, M. C., M. Silva, M. Morgado and M. Coelho. “National collaboration for dynamic CLIL in Portuguese Higher Education.” Paper presented at the International Conference on Language Centres in Higher Education, Brno, Czech Republic, January 2015.
Coelho, M. “Materiais e recursos de aprendizagem CLIL – A teoria na prática.” Paper presented at theIV Seminário I&DT: cooperar para inovar, Portalegre, Portugal, November 2014.
Morgado, M., and M. Coelho. “Learning different subjects by using other languages… or the other way round? The relevance of the CLIL approach.” Communication without Borders – Selected Papers of the International Conference Languages 2011, X Meeting of Aprolingu@s and II Meeting of ReCLES.pt, 28-29 October 2011. M. C. Arau Ribeiro and I. Chumbo, eds. Guarda: IPG, 2014.153-162.
Coelho, M. “Scaffolding strategies in CLIL classes-Supporting learners towards autonomy.” Paper presented at the ReCLes.pt International Conference on Languages and the Market: Competitiveness and Employability, Estoril, Portugal, October 2014.
Morgado, M., M. Coelho, M. C. Arau Ribeiro, I. Chumbo and M. J. Cordeiro. “CLIL in Higher Education Polytechnic Institutes in Portugal.” Poster presented at the 3rd ICLHE Conference, Maastricht, Netherlands, April 2013.
Morgado, M. and M. Coelho. “CLIL vs English as the medium of instruction: The Portuguese higher education Polytechnic context.” Egitania Sciencia 12 (2013): 123-45.
Coelho, M. “Uma outra maneira de aprender uma língua estrangeira: a aprendizagem integrada de conteúdos e de língua.” Comunicações no III Seminário de I&DT: Valorizar o Saber, Criar Oportunidades. IPP. C3i, eds. Colecção C31 3, Portalegre, 6-7 December 2012. Portalegre: IPP- C3i, 2013. 663–680.
Morgado, M., and M. Coelho. “Higher education experiments with CLIL vs English as the medium of instruction: differences, similarities, and lessons to learn for the Portuguese context.” Paper presented at the IV Cercles Seminar. Five years of Bologna. Upgrading or Downsizing Multilingualism?, Braga, Portugal, April 2012.Margarida Coelho Margarida Coelho
TEALS – Teacher Education and Applied Language Studies
Margarida Morgado completed her Master and PhD degrees in English Literature at the University of Lisbon, Portugal. She is Coordinating Professor of English Cultural Studies at Castelo Branco Polytechnic Institute at the Social Sciences and Humanities Department since 1995.
She was director of the MA in Teaching English and Spanish in Primary and Lower Secondary at IPCB and of in-service courses for Teachers of English in Primary, as well as consultant for Teaching English to young learners with Santillana Publishing House.
She has been the Director of the Language and Culture Centre (CILCE – Centro Interdisciplinar de Línguas, Culturas e Educação) at the School of Education of the Castelo Branco Polytechnic Institute since 2006 and a co-founder of the ReCLes association (Association of Language Centres in Higher Education) in Portugal, affiliated into the European CERCLES association.
Applied Research Projects with EU-funding
She has coordinated and participated in many international applied research projects in the areas of Foreign Language Learning and Teaching, Reading and Intercultural Education. Her research initially focused on cultural constructions of the child and childhood in literature and now encompasses English Foreign Language Teaching, Content and Language Integrated Learning, Intercultural Education and Children’s fiction. She has wide expertise in international European projects on all these research areas (i.e. EPBC and ESET, BARFIE, EDMReporter, EUMOF, ALPHAEU, SCHOOL SAFETY NET, BOYS’ READING, AQUA NARRABILIS, WE ARE EUROPE, IDPBC, ICCAGE, LIRE 2.0).
In Portugal she coordinates a Portuguese team that is exploring CLIL (Content and Language Integrated Learning) in the context of her work in Language Centres of Higher Education. She is also currently involved in a 3-year (2015-2018) EU-funded project on CLIL for Primary education, called CLIL for CHILDREN.
She is also involved in a European Policy Experiment project on Telecollaboration funded by the EU for a 2-year period (2017-2019) called EVALUATE (Evaluating and Upscaling Telecollaborative Teacher Education 582934-EPP-1-2016-2-ES-EPPKA3-PI-POLICY).
She integrates TEALS – Strand B “Working CLIL” Implementing / monitoring Content and Language Integrated Learning projects.
She has acted as evaluator for research projects in the Humanities and Social Sciences area for the European Science Foundation (ESF) and she has acted as peer reviewer for the following journals: EJTE European Journal of Teacher Education, Educare/Educere, Children’s Literature in English Language Education (e-journal) and the CERCLES International Journal, Language Learning in Higher Education, The Journal of the Confederation of Language Centres in Higher Education.
She has been on the scientific committee and organization of several International conferences, such as those of the “Red de Universidades Lectoras”, jointly with Iberian and South-American universities, and those of the “Culture and Power” series with the University of Lisbon and several other Portuguese institutions, as well as on the above mentioned project international conferences.
In Portugal she coordinates a Portuguese team that is exploring CLIL (Content and Language Integrated Learning) in the context of her work in Language Centres of Higher Education.
She is also part of the GECI research group on Comparative Intercultural Education and of RESMI a Portuguese network on Intercultural Mediation.
Morgado, M., Régio, M., Gaspar, M.C. (2017) Content, language and intercultural challenges in engineering education: (E-)strategies to improve instructional design. New Trends and Issues Proceedings on Humanities and Social Sciences, 4 (8) 153-161.
García, L., Silveira, P. and Morgado, M. (2017). Las Competencias de Comunicación Intercultural en la Empresa Global y su Desarrollo en el Aula de Español Para Fines Económicos y Comerciales.” EPiC Series in Language and Linguistics, volume 3.pp.104-109. https://easychair.org/publications/volume/AELFE2017
Morgado, M. (2017). “Leitura para rapazes: Motivação, Imagem, Ação e Diálogo”. In: Imaginários Iluminados na didática do Português. Livro de atas. Coord. Isabel Aires de Matos: org. de Ana Isabel Silva; Dulce Melão; Fernando Alexandre Lopes; João Paulo Balula e Susana Amante. Viseu: Instituto Politécnico de Viseu – Escola Superior de Educação. (pp.53-72). 978-989-96261-9-5.
Gaspar, M., Régio, M., Morgado, M. (2017). Lean-Green Manufacturing: Collaborative Content and Language Integrated Learning in Higher Education and Engineering Courses. Journal of Education Culture and Society, 2, 208-217. doi 10.15503/jecs20172.208.217.
Régio, M., Gaspar, M., Farinha, L. and Morgado, M. (2017). Industry 4.0 and Telecollaboration to Promote Cooperation Networks: A Pilot Survey in the Portuguese Region of Castelo Branco. International Journal of Mechatronics and Applied Mechanics, 1. 243-248.
Moreira da Silva, M., Arau Ribeiro, M.C., Morgado, M., Coelho, M. (2017). TEACHER TRAINING FOR CLIL IN HIGHER EDUCATION: CHALLENGES IN BLENDED LEARNING.ICERI 2017.
Gaspar, M.C., Régio, M., Morgado, M. (2017). The co-construction of a bilingual glossary of terms for engineering design technologies as part of learning in Engineering through a collaborative CLIL approach. EDULEARN17 Proceedings. 9th International Conference on Education and New Learning Technologies. Barcelona, Spain. 3-5 July, 2017. ISBN: 978-84-697-3777-4 / ISSN: 2340-1117. doi: 10.21125/edulearn.2017.
Régio, M. M. de A., Gaspar, M. R. C., Farinha, L. & Morgado, M. M. A. de P. (2017). INDUSTRY 4.0 AND TELECOLLABORATION TO PROMOTE COOPERATION NETWORKS: A PILOT SURVEY IN THE PORTUGUESE REGION OF CASTELO BRANCO. Regional HELIX’17. International Conference on Innovation, Entrepreneurship and Technology Transfer. UBI. June 21-23.
Morgado, M. (2017). Open Educational Resources. Vita Scuolastica.
Régio, M. M. de A., Gaspar, M. R. C., & Morgado, M. M. A. de P. (2016). FORECASTING THE DISRUPTIVE SKILLSET ALIGNMENT INDUCED BY THE FORTHCOMING INDUSTRIAL REVOLUTION. GEN.http://doi.org/http://dx.doi.org/10.17683/rrpmom.issue.49
Régio, M., Gaspar, M., & Morgado, M. (2016). APRENDIZAGEM INTEGRADA DE LÍNGUA E CONTEÚDO EM ENGENHARIA INDUSTRIAL: UMA EXPERIÊNCIA PILOTO. In Gomes, C. A., Figueiredo, M., Ramalho, H., & Rocha, J. (Coords.). (2016). XIII SPCE: fronteiras, diálogos e transições na educação. Viseu: Instituto Politécnico de Viseu. Escola Superior de Educação. ISBN: 978-989-96261-6-4.
Pires, M.N., Morgado, M. & Pereira, C. (2016). AS NARRATIVAS VISUAIS E A PROMOÇÃO DA IDENTIDADE E DIVERSIDADE EM CRIANÇAS E JOVENS. In Gomes, C. A., Figueiredo, M., Ramalho, H., & Rocha, J. (Coords.). (2016). XIII SPCE: fronteiras, diálogos e transições na educação. Viseu: Instituto Politécnico de Viseu. Escola Superior de Educação. ISBN: 978-989-96261-6-4.
Morgado, M. (2016) TRANSVERSALIDADE DISCIPLINAR E PARTICIPAÇÃO ATIVA DE JOVENS NUM PROJETO EUROPEU. In Gomes, C. A., Figueiredo, M., Ramalho, H., & Rocha, J. (Coords.). (2016). XIII SPCE: fronteiras, diálogos e transições na educação. Viseu: Instituto Politécnico de Viseu. Escola Superior de Educação. ISBN: 978-989-96261-6-4.
Morgado, M. (2016) A WEB 2.0, A TRANSVERSALIDADE E A INTERNACIONALIZAÇÃO DE LITERACIAS ASSOCIADAS À LEITURA. In Gomes, C. A., Figueiredo, M., Ramalho, H., & Rocha, J. (Coords.). (2016). XIII SPCE: fronteiras, diálogos e transições na educação. Viseu: Instituto Politécnico de Viseu. Escola Superior de Educação. ISBN: 978-989-96261-6-4.
Morgado, M. (2016) C4C – CLIL nos Primeiros Anos de Escolaridade. In Gomes, C. A., Figueiredo, M., Ramalho, H., & Rocha, J. (Coords.). (2016). XIII SPCE: fronteiras, diálogos e transições na educação. Viseu: Instituto Politécnico de Viseu. Escola Superior de Educação. ISBN: 978-989-96261-6-4.
Morgado, M. (2016). COMPETÊNCIAS COMUNICATIVAS INTERCULTURAIS E DIÁLOGO INTERCULTURAL NA EMPRESA: UMA PERSPETIVA INTERNACIONAL DE FORMAÇÃO NO ENSINO SUPERIOR. In Gomes, C. A., Figueiredo, M., Ramalho, H., & Rocha, J. (Coords.). (2016). XIII SPCE: fronteiras, diálogos e transições na educação. Viseu: Instituto Politécnico de Viseu. Escola Superior de Educação. ISBN: 978-989-96261-6-4.
Garcia, Luis Gómez; Morgado, Margarida; e Ascenção, Idalina (2016). Recepcionista de Hotel en lengua Española: Estudio de caso sobre necessidades de formación. In: Práxis e Inovação em Secretariado. Atas da Conferência Comemorativa dos 20 anos de Secretariado da ESE, (6-8/10/2016). Castelo Branco: IPCB. Pp. 81-96.
Arau Ribeiro, M. C, Silva, M. M., Morgado, M. M. & Coelho, M. M. (2016). Promoting Dynamic CLIL in Portuguese Higher Education: From design and training to implementation. CASALC Review 2015-2016, 5 (2), 30-38. Retrieved from https://www.cjv.muni.cz/cs/casalc-review-2015-2016-vol-5-no-2/
Costa e Silva, Ana Maria; Piedade, Ana; Morgado, Margarida; Arau Ribeiro, María del Carmen (2016). Mediação Intercultural e Território: estratégias e desafios. In: Entre Iguais e diferentes: A Mediação Intercultural. Alto Comissariado para as Migrações, I.P. (Coord.). Lisboa: ACM, I.P. Pp.9-29. http://repositorio.esepf.pt/bitstream/20.500.11796/2374/1/Atas_RESMI_final.pdf
Morgado, M. M., Coelho, M. M., Arau Ribeiro, M.C., Silva, M.M. & Gonçalves, A. (2016).CLIL no Ensino Superior português: uma experiência pedagógica inovadora. In H. S. Almeida, P. Fonseca, S. Gonçalves, C. Malça (Coord.) Inovação no Ensino Superior. Colecção Estratégias de Ensino e Sucesso Académico: Boas Práticas no Ensino Superior, Vol. 2 (pp. 177-194). Coimbra: Centro de Inovação e Estudo da Pedagogia no Ensino Superior (CInEP). http://www.cinep.ipc.pt/index.php/publicacoes/volumes-coleccao https://issuu.com/helpdeskmoodlecinep/docs/vol._2_inovac__a__o_no_ensino_super
Marı́a del Carmen Arau Ribeiro, Manuel Moreira da Silva, Margarida Morgado, Margarida Coelho (2015). Promoting Dynamic CLIL Courses in Portuguese Higher Education: From design and training to implementation. Psychological and creative approaches to language teaching. 30-36.
Morgado, M. M., Arau Ribeiro, M. C., Coelho, M. M., Gonçalves, A., Silva, M.M. & Chumbo, I. A. (2015). CLIL in Portuguese Higher Education – building a community of practice and learning. In Ministério da Educação e Ciência (Ed.). Experiências de Inovação Didática no Ensino Superior (pp. 65-79), Lisboa: Gabinete do Secretário de Estado do Ensino Superior. Retrieved from https://dspace.uevora.pt/rdpc/bitstream/10174/17272/1/Livro_MEC_Set%202015.pdf
Morgado, M., M. Coelho, M. C. Arau Ribeiro, A. Albuquerque, M. Silva, G. Chorão, S. Cunha, A. Gonçalves, A. Carvalho, M. Régio, S. Faria and I. Chumbo. ReCLes.pt CLIL training guide. Creating a CLIL learning community in higher education. Santo Tirso: De Facto Editores, 2015.
Morgado, M., and M. Coelho “Learning different subjects by using other languages… or the other way round? The relevance of the CLIL approach.” Communication without Borders – Selected Papers of the International Conference Languages 2011, X Meeting of Aprolingu@s and II Meeting of ReCLES.pt, 28-29 October 2011. M. C. Arau Ribeiro and I. Chumbo, eds. Guarda: IPG, 2014. p.153-162.
Morgado, M., and M. Coelho. “CLIL: Practical approaches of Higher Education EFL teachers.” Proceedings of the International Meeting on Languages, Applied Linguistics, and Translation – LALT 2012. M. C. Arau Ribeiro et.al., eds. University of Évora, 6-7 December 2012. Évora: Department of Linguistics and Literatures, 2015. 129-42. http://paol.iscap.ipp.pt/~paol/docentes/recles/LALT2012Proceedings.pdf
Morgado, M., and M. Coelho. “CLIL vs English as the medium of instruction: The Portuguese higher education Polytechnic context.” Egitania Sciencia 12 (2013): 123-45.
Morgado, M. “Tools for Mobility: mobility across and within linguistic, cultural and national borders.” Report on the PluriMobil (Mobility programmes for plurilingual and intercultural education) Tools for language teachers workshop. CERCLES Bulletin. ECML, 2011.
Morgado, M. “Literatura Infantil e Interculturalidade: “Preparar os Leitores para a Vida”. Transformações do Olhar. Perspectivas Ibéricas sobre Literatura Infantil e Educação Intercultural.”Revista Educare/Educere 14, special issue (2010): 17-35.
Morgado N., and N. Pires. Literatura Infantil e Educação Intercultural. Vivemos num Mundo sem Esconderijos. Lisbon: Colibri, 2010. (As the result of a research project called Representations of the Other in the Portuguese National Reading Plan: strategies for intercultural education in relation to year 4 recommended books, IME/CED/81881/2006. FUNDING BODY : FCT).
Livingston, K., J. McCall, and M. Morgado. “Teacher Educators as Researchers. Becoming a Teacher Educator. Theory and Practice for Teacher Educators. A. Swennen and M. van der Klink, eds. Dordercht, Netherlands: Springer Science + Business Media B.V., 2009. 191-204.
Outreach activities: short description with relevant links
AlphaEU – Alphabets of Europe (AlphaEU) EU funded project: 531092-LLP-1-2012-1-CY-KA2—K (2013-2015)
AlphaEU uses digital media (ICT-supported image, sound, video, animation, hypertext, etc.) to enhance interactivity, stimulate curiosity, and encourage children to explore differences and similarities between languages and begin to formulate general ideas about how languages work. One of the project’s innovative aspects is its equal focus on comparing language symbols (i.e. letters) in correlation to sounds.
School Safety Net EU funded project: 531028-LLP-1-2012-1-IT-KA4-KA4MP (2013-2015)
The School Safety Net project, funded by the European Commission in the framework of the Lifelong Learning Programme (KA4 Dissemination and Exploitation of Results, and Exchange of Good Practice), intends to address the need of European school systems to prevent early school leaving.
The project addresses the following four main issues which have a relevant impact on early school leaving:
Early identification of students at risk
Integration of immigrant students
Support to students with learning disabilities
Prevention of school bullying
The project main activities are:
The aim is to provide teachers, students, parents, headmasters and policy makers in the educational sector with a collection of success stories related to the issue of early school leaving. The success stories present the perspectives of all the main actors involved in the early school leaving issue. These are: headmasters, teachers, students and parents.
The aim of this activity is to provide the target groups of the project with:
Direct access to already existing training and educational sources to prevent early school leaving
Reviews of publications on early school leaving
A collection of guidelines for headmasters, teachers, parents, students and policy makers in order to provide them with the skills to prevent early school leaving.
The aim of this activity is to collect teachers’ experiences related to the issue of early school leaving.
The aim of this activity is to create case scenarios on early school leaving starting from the real experiences described by the teachers and adapted in order to cover more exemplary and complex challenges. Schools involved also jointly cooperate in the production of strategies to solve the case scenarios.
Aqua Narrabilis. EU funded project. Aquanarrabilis.net: 2014-1-AT01-KA200-01024 (2014-2016)
Narrative skills are the ability to describe things and events and tell stories. They are basic skills and key-competences, which are essential for
They are also crucial for effective and engaging communication in any disciplinary field.
Methods like conventional story telling (based on books), reading books aloud, power point presentations of picture books (story book theatres), kamishibai, dramatizing book contents, puppet or shadow plays can all contribute to raising narrative skills, but their educational value remains to be analysed.
Not all children books and not all topics are equally suitable for conveying narrative skills. Establishing an audited list of felicity conditions for teaching and learning narrative skills (esp. appropriate material, contents and methods) is one of the envisaged outputs.
We also want to develop
In order to address issues of active citizenship and worldwide concern and to produce comparable material that can be used in all European countries (and beyond) we concentrate on the topic of WATER, i.e. all stories , all material and resources are related to water and its ecological, nutritional, geographical and – above all – symbolic value.
Boys’ Reading EU funded project: 2014-1-HR01-KA200-007171 (2014-2016)
The Boys Reading project strives to make reading an integral part in the life of boys aged 11-15, who are currently unenthusiastic about books. The Boys Reading consortium asserts that this can only be achieved if teenage boys acquire control over their reading and are enabled to choose their readings from books that satisfy their actual needs and interests. Addressing the needs of boys effectively requires dialogue and the collective effort of all partners in the education process, including government, educators, parents, and community members. Among these partners, however, educators play a particularly important role. The Boys Reading project targets all stakeholders but focuses especially on educators, enabling them to provide classroom experiences that respond to the interests, needs, and learning styles of boys, and to engage boys and girls equally as readers and writers.
The Boys Reading project aims to make reading an integral part in the life of boys aged 11-15, who are currently unenthusiastic about books. Boys Reading asserts that this can only be achieved if teenage boys acquire control over their reading and are enabled to choose from books that address their needs and interests. The Boys Reading project draws its general objectives directly from the guidelines set by the EU High Level Group of Experts on Literacy (2012). Namely, the project strives to convince, encourage and educate all stakeholders, and especially educators of boys aged 11-15 to:
In order to achieve the above objectives, the project will train educators of boys aged 11-15 (including literacy and special education teachers, and school librarians) through:
III. Guidelines and Ideas for Successful Reading Promotion to Boys
We Are Europe. EU funded project: 2014-1-AT01-KA201-001016 (2014-2016)
This interdisciplinary project proposes to develop a concept for, and implement, innovative teaching modules for 10- to 14-year-old students. It adopts the theoretical perspective of purposive history and interdisciplinary approaches. The modules will be devoted to specific themes, such as the concept of ‘home’ as national, regional and local identity, musical traditions, fashion, cooking and sports, the future educational needs and skills for the future. The idea is to deepen students’ political and historical knowledge on Europe in general, and especially on those European countries that are partners in the project, and awaken and/or deepen their interest in Europe and in the European Union as an inclusive space for lifelong learning and work. This goal will be pursued through cross-curricular themes, resources and activities designed to complement the current school curricula, to be tested in schools (formal education) and in libraries (informal educational events). In addition, the planned activities will assist the participating students in developing their personalities, discovering their own abilities and strengths and enhancing their social skills
IDPBC – IDENTITY AND DIVERSITY IN CHILDREN’S BOOKS COLLECTIONS
The IDPBC project strives to empower children from disadvantaged backgrounds to see themselves in the curriculum, enable all children to function within diverse/multicultural educational environments, and prepare teachers to teach diverse learners. IDPBC pursues all of the above by placing in the hands of children, teachers, student teachers and parents picture books that deal with identity, diversity and inclusion. Children, teachers, student teachers and parents are educated and guided through activities that value diversity, combat racism and xenophobia and enhance the child’s self-image and self-efficacy.
The central aims of IDPBC are to:
compile a collection of international picture books in a range of languages, which can be used in classrooms for exploration and negotiation of identity, inclusion and diversity;
develop, test and disseminate a series of picture-book-based approaches and activities that will support inclusion and diversity and ultimately reduce disparities in learning outcomes of disadvantaged learners;
publish and disseminate a guide that supports practitioners in integrating IDPBC picture books in the curriculum, forming their own picture book collections and activities and engaging diverse students, parents and the community;
provide training and professional development to pre- and in-service educators, equipping them with the necessary knowledge, attitudes and competences to successfully manage and support diversity through visual stories; and
provide an Open Educational Resources (OERs) platform that enables pre- and in-service educators to develop networks of practitioners who integrate picture books in the curriculum to make teaching and learning more inclusive and accommodating.
LIRE 2.0 LIFELONG READERS AND WEB 2.0
The LiRe2.0 project aspires to contribute to the effort of creating European schools, universities, and professional environments that are populated by millions of lifelong readers. The project dispels the widespread notion (especially amongst parents and educators) that technology is the enemy of reading. LiRe2.0 is based on the opposite assumption: Innovative use of ICT-based, open educational practices and resources that link up informal, non-formal, and formal reading/learning, can play a significant role in enhancing people’s reading attitudes, reading engagement, and reading skills; especially in the case of disengaged or reluctant readers and marginalized learners. The LiRe2.0 project addresses low achievement in basic skills through more effective teaching methods and develop basic and transversal skills by using innovative methods in order to:
Provide innovative pedagogical methods, best practice guidelines, and implementation strategies towards scalable, systemic, and sustainable use of ICT for reading promotion.
Involve in the project and convince all stakeholders that innovative use of ICT-based educational practices and resources can enhance people’s reading attitudes and engagement.
Inspire, guide, and facilitate the creation of reading cultures and communities among pre-teens and teenagers, university students, and working adults, through the use of Web 2.0 technologies and other forms of digital/social reading and “book-talking”.
Describe, implement, and disseminate multiple ways in which technology can encourage reading for pleasure and reading engagement, in various settings, and for diverse readers (pre-teens, teens, university students, working adults).
The project’s specific objectives are:
To combat low levels of literacy and engage at-risk students in reading and academic learning.
To provide innovative pedagogical methods, best practice guidelines, and strategies towards systemic use of ICT for reading promotion.
To empower all stakeholders to use innovative ICT-based educational practices and resources in enhancing people’s reading attitudes, reading engagement, and reading skills.
To inspire, guide, and facilitate the creation of reading cultures, communities through the use of Web 2.0 technologies.
To implement ways in which technology can encourage reading for pleasure and engagement in various settings, and for diverse readers
The LiRe2.0 consortium pursues all of the above through the following specific activities:
To author, publish, and present a handbook on reading promotion through ICT.
To design, deliver, and evaluate LiRe2.0 training modules for reading promoters.
To pilot, implement, and evaluate ICT-based reading promotion programmes.
To produce and present illustrative LiRe2.0 case studies.
To organize and participate in relevant conferences.
To create and administer a website on reading promotion through ICT.
To set in place dissemination and exploitation strategies that will ensure the impact and sustainability of LiRe2.0 products and outcomes.
ICCAGE – INTERCULTURAL COMMUNICATIVE COMPETENCE: AN ADVANTAGE FOR GLOBAL EMPLOYABILITY
The main objective is to innovate Intercultural Communication (ICC) language teaching and learning in Higher Education (HE) in the light of new technologies, new participatory cultures of learning, and global employability.
In an increasingly globalised world of intercultural dialogue and international business, HE is facing challenges such as communication barriers, cultural stereotypes, prejudice, identity conflict and language deficiency which compounds the lack of skills to interact successfully. Only through the acquisition of ICC can these problems be minimised. Although the need for the acquisition of ICC is clearly stated in the EU language policy, this concept is wide, leading to multiple interpretations and solutions for ICC courses across European HE institutions. Sharing knowledge of the practices at other HE institutions is essential for further innovation.
The project is aimed at developing skills and competences which are key factors of academic and professional success. Thus it represents a major step in the modernisation of HE and in achieving the goal of enhancing the employability of young people in the global job market.
The project enables institutions to vary the curricula – both content and methodology and enrich the traditional in-class teaching approaches. It supports individual skills and pace, academic and personal growth, foster tolerance, negotiating and problem solving abilities while increasing the responsibilities of students to be motivated and continue long-life learning/teaching.
It develops ICC content and methodology in homogenous European cultures whose languages are not widely spoken in Europe as either a first or foreign language (Czech and Hungarian) and strengthens their interculturality and global understanding. The collaboration cultures with multilingual and multicultural societies, such as Spain or Portugal with other language speaking cultures in the world will have positive impact on the mutual perception of intercultural aspects.
ICC is generally developed with English as the Lingua Franca, so it will be valuable to include another foreign language in the project such as Spanish and thus support the concept of a multilingual environment and contributing towards meeting EU policy on language education and better job opportunities.
Finally, this project further develops the concept of some successfully implemented projects such as the Erasmus Multilateral Project INTENT (Integrating Telecollaborative Networks into Foreign Language Higher Education) and the INTERACT project on Intercultural Active Citizenship Education .
C4C CLIL FOR CHILDREN
The aim of the C4C project is to support primary school teachers with a comprehensive training program for CLIL teaching. The project is developing a series of digital Publications, CLIL materials, and Lesson Plans for teaching Science, Mathematics and geography, and an online course addressed to teachers on how to use CLIL methodology in primary schools. A piloting activity in the different countries involved in the project will be managed by the teachers participating to mobility and specific training activities.
EVALUATE – EVALUATING AND UPSCALING TELECOLLABORATIVE TEACHER EDUCATION
Project Homepage: http://www.evaluateproject.eu/
This European Policy Experimentation will evaluate the impact of telecollaborative learning on student-teachers involved in Initial Teacher Education in the participating European countries and regions. Telecollaboration, also commonly known as Virtual Exchange, involves engaging trainee teachers involved in Initial Teacher Education in task-based interaction and collaborative exchange with fellow trainees in other locations through online communication technologies.
The guiding research question for the study is:
“Will participation in telecollaborative exchange contribute to the development of competences which future teachers need to teach, collaborate and innovate effectively in a digitalised and cosmopolitan world?”
The specific research questions are:
Will telecollaboration have a positive impact on future teachers’ digital-pedagogical competence?
Will telecollaboration have a positive impact on future teachers’ intercultural competence?
Will telecollaboration have a positive impact on future teachers’ foreign language competence?
How do socio-institutional factors in each of the participating countries shape and affect the impact of telecollaboration in ITE?Margarida Morgado Margarida Morgado
My PhD from UBI (2001) in Letters/Applied Linguistics was on Insights from Interlanguage as Revealed in Writing: Towards the development of metalinguistic competences for Portuguese adult learners of English. While studying for my Masters in Applied Linguistics at UCDavis, in addition to graduate student teaching, I was an Analyst/Consultant for the California Department of Education, assessing teacher performance for state grants, negotiating terms for immigrant students with the (then) Federal/State Immigration/Naturalization Service, and preparing reports/speeches for the Superintendent of Education, following prior work with the Chancellor’s Office, California Community Colleges, which had sustained my honor’s thesis at UCBerkeley entitled The Selective Society: An Inquiry into the English Language/Civics Provision of the Immigration Reform and Control Act of 1986 for my double B.A. in Contemporary International Relations and French.
I have taught at the Polytechnic of Guarda (IPG) since 1993 and, before that, at the American Language Institute in Oporto and the Asociación Cultural Hispano e Norte-Americana (ACHNA), Fulbright Institute, in Madrid. I primarily teach ESP and English language/culture as well as teacher training programs for English. I have alternately been (Vice-)President of the School of Technology & Management (ESTG) Pedagogical Council since 2007 and helped to design the ESTG Interactive Centre for Language & Culture (current co-coordinator). Current Executive President of ReCLes.pt (the Network Association of Language Centers in Higher Education in Portugal www.recles.pt), co-founded in 2009, and Executive President of Aprolíngu@s, (the Portuguese Association of Foreign Language Teachers in HE, 2004-2014). CETAP/TEALS researcher and UDI collaborator (the IPG Unit for Inland Development), also actively involved in the Comparative Intercultural Studies Group (GECI, within the Section of Comparative Education of the Portuguese Society of Education (SPCE-SEC), the CLIL-ReCLeS project for CLIL in HE, training subject specialists for the implementation of CLIL modules for improved teaching and learning in international settings, and the Grupo do Território da Rede do Ensino Superior em Mediação Intercultural (of the Portuguese ACM – the High Commissioner for Migration). Involved in three European SIGs: two with CercleS (the European Association of Language Centres in Higher Education) — Language Policy and Conference and Event Management (guidelines atwiki.helsinki.fi/x/5w7OBQ) — and one with the European Language Council (CEL/ELC) in Developing different models for language policy in HE. She is on the board of a number of academic journals and her publications cover language policy, teaching and learning styles and strategies, metalinguistics, interculturality, and CLIL.
Some edited books of selected papers and proceedings include:
Morgado, M., M. Coelho, M. C. Arau Ribeiro, A. Albuquerque, M. Silva, G. Chorão, S. Cunha, A. Gonçalves, A. Carvalho, M. Régio, S. Faria and I. Chumbo. ReCLes.pt CLIL training guide. Creating a CLIL learning community in higher education. Santo Tirso: De Facto Editores, 2015.
Arau Ribeiro, M. C., L. Guerra, A. C. Gonçalves, M. M. Silva, A. A. Silva, O. Gonçalves, and S. Llinás, eds. Proceedings of the International Meeting on Languages, Applied Linguistics, and Translation – LALT 2012. Évora: Department of Línguistics and Literatures, University of Évora, 2015.http://paol.iscap.ipp.pt/~paol/docentes/recles/LALT2012Proceedings.pdf
Arau Ribeiro, M. C., and I. Chumbo, eds. Communication without Borders – Selected Papers of the International Conference Languages 2011: X Meeting of Aprolínguas and II Meeting of ReCLes.pt. Guarda: Instituto Politécnico da Guarda, 2014.
Arau Ribeiro, M. C., ed. Línguas 2010: Pontes, portas, janelas, espelhos e redes. Guarda: Instituto Politécnico da Guarda, 2011.
Arau Ribeiro, M. C., E. B. Brito, and G. Árias Méndez, eds. Aprender Ensinando: Dinâmicas metodológicas no ensino-aprendizagem das línguas estrangeiras. Guarda: Arthipol, 2008.
Other recent articles include:
Arau Ribeiro, M. C., S. W. Best, L. C. Campos, and M. P. Neves. “Immigrant L2 Education in Portugal.”Proceedings of the International Meeting on Languages, Applied Linguistics, and Translation – LALT 2012. M. C. Arau Ribeiro et al., eds. Évora: Department of Linguistics and Literatures, University of Évora, 2015. 25-37.
Arau Ribeiro, M. C. “EFL Diagnostic Tests: A case study of design and application.” Communication without Borders – Selected Papers of the International Conference Languages 2011: X Meeting of Aprolínguas and II Meeting of ReCLes.pt. M. C. Arau Ribeiro and I. Chumbo, eds. Guarda: Instituto Politécnico da Guarda, 2014. 56-59.
Arau Ribeiro, M. C. “Translating the CercleS European Language Portfolio into Portuguese for Plurilingual Development in a Community of Practice.” Language Learning in Higher Education; Journal of the European Confederation of Language Centres in Higher Education (CercleS) 3.2 (2013). 323-38.
Arau Ribeiro, M. C. “Preserving Plurilingualism: The case study of an emerging language policy in a small inland Portuguese polytechnic institute.” Language Learning in Higher Education; Journal of the European Confederation of Language Centres in Higher Education (CercleS) 2.2 (2012). 499-509.
Arau Ribeiro, M. C. “Historical Linguistics, Linguistics, and Applied Linguistics: A Study Inspired by Trees.” ODISEA – Revista de Estudios Ingleses 12 (2011): 39-52.María del Carmen Arau Ribeiro María del Carmen Arau Ribeiro
Maria Ellison is Assistant Professor in English language and language teacher education at the Faculty of Letters, University of Porto (FLUP) and belongs to the Department of Anglo-American Studies. She has a doctorate in Didactics of Foreign Language Teaching from FLUP (2014) and holds an MA in TESOL from the University of Manchester and an honours degree in Primary Education from Bath Spa University College. Since she began working at FLUP in 1998, she has taught ESP, EAP and general English on a variety of under-graduate and post-graduate courses. Since 2005, she has been involved in English language teacher education for the MAs in teaching English and another foreign language in basic and secondary education. She teaches didactics on these and PhD programmes, and is involved in the practicum supervision of student-teachers. She runs in-service teacher development courses on Teaching English to Young Learners (TEYL) and Content and Language Integrated Learning (CLIL).
Maria Ellison is a collaborating member of TEALS. Her main research interests include:
Reflective practice and action research in pre-service foreign language teacher education. She has conducted research related to student-teachers’ perspectives on action research during the teaching practicum (the subject of her MA dissertation). More recent research has been about the dimensions of teachers’ reflections, and has involved the development of a rubric/tool for analysing types of reflection. She is currently experimenting with online dialogue journals as a means to stimulate and develop types of reflection during a teaching practicum, and the effectiveness of critical incidents as an aid to student-teachers’ articulations of assertions which connect theory with practice.
Teaching English to Young Learners (TEYL). Drawing on her own initial training and experience of teaching primary aged children in the UK and Portugal, she has become actively involved in pre- and in-service teacher education for young learners at FLUP and is the director of the Masters degree in Teaching English in the first cycle of primary education. She is particularly interested in integrated approaches to teaching young learners and developing critical thinking (see “Making and doing (in) English: Incorporating ELT into Best primary Practice.” APPI Journal (Autumn 2008); “Make them think! Using stories in the primary English language classroom to develop critical thinking.” E-Fabulations. 7 (2010)).
She was responsible for the pedagogic coordination of STEPS – UP (Support for Teaching English in Primary Schools – University of Porto), 2005 – 2009. During this time she conducted research into primary English language teachers’ experiences with CLIL (see “(De)Constructing CLIL in the primary context: Primary practice revisited and reconsidered.” APPI Journal (Autumn 2010)). In 2008, STEPS – UP was awarded the European Language Label (Selo Europeu) and in 2012, declared the best award winner in the 10-year history of the Language Label in Portugal by the National Agency, PROALV. STEPS-UP is a case study of NELLIP (Network of European Language Labelled Initiatives).
Content and Language Integrated Learning (CLIL). Her research interests in CLIL span all cycles of education from primary to tertiary. Early research in primary contexts resulted in a set of criteria for monitoring evidence of scaffolding in planning and administering of CLIL lessons. Her doctoral research examined the foci and types of reflection of primary English language teachers who carried out CLIL projects in Portuguese primary schools (thesis – “CLIL as a Catalyst for Developing Reflective Practice in Foreign Language Teacher Education”). She is the external advisor of the GoCLIL project at Escola Dr. Joaquim Gomes Ferreira Alves, Valadares where she is monitoring the implementation process and stakeholder perspectives (see “Implementing CLIL in schools: the case of the GoCLIL project” (E-TEALS 2017 forthcoming). Other publications on CLIL include: “Examining teacher roles and competences in Content and Language Integrated Learning.” Linguarum Arena 4 (2013) co-authored with Victor Pavon; “CLIL: The added value to foreign language teacher education for young learners.” Linguarum Arena (2015), “CLIL in the Primary School Context” in the Routledge Handbook of Teaching English to Young Learners (forthcoming). She was pedagogic coordinator of Higher STEPS – English for Academic Purposes for teaching staff of the University of Porto (UP) and conducted research into teachers’ perceptions of ‘need’ (see “Teachers’ perceptions of need in EAP/CLIL contexts” co-authored with Sofia Araújo, Marta Correia and Fátima Vieira in Jennifer Valcke and Robert Wilkinson (eds) Integrating Content and Language in Higher Education: Perspectives on Professional Practice, Frankfurt: Peter Lang. 2017: 59-76).Maria Ellison Maria Ellison
Maria Isabel Mendonça Orega, BA in English and German Languages and Literatures by the University of Lisbon, MA in Teaching English as a Foreign Language by the University of Reading, UK, and PhD in Didactics of English by the University of Aveiro.
Professor at the School of Education and Communication of the University of Algarve, department of languages literatures and cultures. She has been an English Language Teacher and Teacher Trainer involved in the initial and postgraduaction degrees in the area of English and Portuguese Language Teachers Education.since 1986.
She is the Director of the Master’s degree in Teaching English in Primary Education.. She has participated in the Comenius project ECNTLT and in the project PETALL – the Pan-European Task Activities for Language Learning that was coordinated by the University of Algarve. Both projects apply ICT to Language Learning.
Areas of interest: ICT and Language Learning, Teaching English to Young Learners, Reading Comprehension, Learning Styles.
ORCID ID: https://orcid.org/0000-0001-9995-4127
Publications and papers presented:
Lopes, A. & Orega, M. I. (2017) Would you lend me a hand here? Atitudes de futuros professores de educação básica face à presença do inglês na sua sala de aula. Paper presented at PEEP’17 Meeting, 22 September, ESE Porto.
Orega, M. I. (2017) A study on reading comprehension and learning styles using DidaktosOnLine.Paper presented at 25th Eurocall Conference, 23-26 August, Southampton.
Orega, M. I. & Tardão, L. (2016). Using a TBLT approach with a 9th grade class. In Ruiz-Cecilia, R. & Lopes, A. (Eds.) Current Issues in Language Teaching. Developing and Innovating Approaches in the Language Classroom. (pp 37-44). Saarbrücken: Editorial Académica Española.
Lopes, A., Orega, M. I. & Tardão, L. (2015). ‘PETALL: Um projeto europeu de aprendizagem de línguas por tarefas com recurso às TIC’. In Gomes, M. J., Osório, A. J. & Valente, L. (org.) Atas da IX Conferência Internacional de TIC na Educação Challenges 2015: Meio século de TIC na Educação. Universidade do Minho (1397-1406). Braga. ISBN 978-989-97374-3-3.
Orega, M. I. & Tardão, L. (2015). Four technology mediated tasks. A Portuguese experience. In Conference Proceedings ICT for Language Learning, 8th edition (pp.138-142). Padova, Libreriauniversitaria. ISBN: 978-88-6292-660-7.
Orega, M. I. & Moreira, A. (2014). Reading Comprehension in a Virtual Learning Environment: The Learning Styles Dimension. Paper presented at the ECER Conference 2014, “The Past, the Present and Future of Educational Research in Europe”, Porto, 2 – 5 Setembro.
Sousa, M.T. & Orega, M. I. (2014). Viagens – Encontrar o outro, encontrar-se a si em formação de professores (de línguas). In Santos, A. C., Gonçalves, A.R., Sequeira, P. & Sousa, T. (org.)Intercompreensão, plurilinguismo& didática das línguas: uma viagem entre culturas: Homenagem a Clara Ferrão Tavares (pp. 351-367). Chamusca: Edições Cosmos. ISBN: 978-972-762.-392-1.
Orega, M. I. & Moreira, A. (2012). Images of Britain and the British-Um hiperdocumento de flexibilidade cognitiva para desenvolver a compreensão do texto escrito. In Atas do II Congresso Internacional TIC e Educação, Ticeduca 2012 (pp. 3325-3342). Lisboa, publicado em formato digital.
Sousa, M. T. & Orega, M. I. (2012). Robinson, Vendredi et Branca de Neve la compétence plurilingue et pluriculturelle dans la formation des enseignants de langue. In C. Balsiger et al. (ed.) Éveil aux langues et approches plurielles, de la formation des enseignants aux pratiques de classe ( pp. 361-374). Paris: L´Harmattan. ISBN : 978-2-296-99202-3
Sousa, M. T. & Orega. M. I.( 2012). O estrangeiro em nós – diversidade linguística, identidade(s) e construção na interação.
La Clé des Langues (Lyon: ENS LYON/DGESCO). ISSN 2107-7029. Mis à jour le 31 août 2012. Disponível em Url : http://cle.ens-lyon.fr/espagnol/o-estrangeiro-em-nos-diversidade-linguistica-identidade-s-e-construc-o-na-interac-o-164578.kjsp
Orega, M.I. & Moreira, A. (2010). Using a Cognitive Flexibility Hypertext to Develop Reading Comprehension. An Ongoing Case Study with Students of a Media Studies Degree. In I. Apostolova & T. Claes (eds.) Educational Structures in Context: At the Interfaces of Higher Education (pp.119-133).Volume 125 of the At the Interface series ‘Idea of Education’, ISBN: 978-1-84888-024-5.
Orega, M.I. & Moreira, A. (2009). O Uso de um Hipermédia de Flexibilidade Cognitiva para desenvolver a compreensão do texto escrito. Estudo de caso com alunos de Ciências da Comunicação. In P. Dias & A. Osório (orgs.) Atas da VI Conferência International de Tecnologias de Informação e Comunicação na Educação, Challenges 2009. Braga: Universidade do Minho, publicado em CD-Rom.
Lopes, A. & Orega, M.I. (2008). ECNTLT: A European Project on Language Teaching. In Piet Kommers and Pedro Isaías (eds.) Proceedings of the IADIS International Conference e-society 2008, Carvoeiro, Algarve 9-12 Abril. ISBN: 978-972-8924-55-3.
Orega, M.I. & Lopes, A. (2005). ECNTLT: Um Projecto Europeu de Formação de Professores de Línguas. In P. Dias & C. Varela de Freitas (orgs.) Atas da IV Conferência International de Tecnologias de Informação e Comunicação na Educação, Challenges 2005. Braga. Universidade do Minho, publicado em CD-Rom. ISBN: 972-8746-13-05.Maria Isabel Mendonça Orega Maria Isabel Mendonça Orega
Maria Leonor Machado de Sousa, now retired, was a professor in the Faculty of Social Sciences and Humanities, Nova University Lisbon. She was President of the Portuguese Association of Anglo-American Studies, Vice-President of the Byron Society in Portugal, the first Vice-Rector of the Portuguese Open University, Head of the National Library (1990-96). She participated in several international commissions on behalf of her Faculty, the Open University and the National Library.
Worked with the EU in training of Portuguese interpreters. She launched the English-Speaking Union in Portugal, becoming its first President.
Created and supervised until retirement the Department of Anglo-Portuguese Studies. She created the Research Centre of the same name and the Revista de Estudos Anglo-Portugueses, which has been publishing the results of their work for 23 years.
Has also studied the diffusion of Portuguese subjects and myths in Europe, chiefly those of Inês de Castro, Don Sebastian of Camões. Author of several works on these themes, namely Inês de Castro. Um tema português na Europa, and the coordination of Camões in England and Don Sebastian in English Literature.
Other areas of interest are Gothic literature in Portugal and Portuguese modernist poets, with several works published.
She is a member of the Portuguese Academy of History, working chiefly on aspects of the Anglo-Portuguese relations, namely travel-writing and the Peninsular War.Maria Leonor Machado de Sousa Maria Leonor Machado de Sousa
Maria Teresa Lobo Castilho obtained her PhD in American Literature in 1996, with a dissertation entitled Visões do Sul na Ficção Longa de Eudora Welty: “Outra (?) Terra, Outra (?) Literatura.” She is Associate Professor at the Faculty of Letters of the University of Porto. She is a full member of CETAPS (Centre for English, Translation and Anglo-Portuguese Studies), she collaborates with ULICES (University of Lisbon Centre for English Studies) and she is Chair of APEAA (Associação Portuguesa de Estudos Anglo Americanos) General Assembly Border. Maria Teresa Castilho has published essays on American Literature and Culture, Southern Studies, Utopian Studies and Film Studies, and more recently on Food Studies.
Recent publications include:
Castilho, Maria Teresa (FLUP) “Utopía y poder en Estados Unidos: de la ansiedad utópica a la ideología del poder en los Estados Unidos” Utopía y poder en Europa y América. Ed. Moisés González García and Rafael Herrera Guillén. Madrid: Tecnos Editorial pp. 251-268, 2015
Castilho, Maria Teresa (FLUP) “Eating is an Agricultural Act: longing for the good life” Cadernos de Literatura Comparada, nº 36, p.: 85 – 96, 2017
Castilho, Maria Teresa (FLUP) John T. Edge, Elizabeth Engelhardt & Ted Ownby (eds.), The Larder: Food Studies Methods from the American South, Athens: The University of Georgia Press, 2013 : Recensão. Cadernos de Literatura Comparada, nº 36, p.: 289 – 292, 2017
Castilho, Maria Teresa. “Going Back to the Past to Dream of the Future in Woody Allen’s Midnight in Paris and in Spielberg’s Lincoln.” Anglo-Saxónia 3.7 (2014). 175-86.
Castilho, Maria Teresa. “O Lugar dos ‘Agrários’ no lugar de Welty em Delta Wedding.” Via Panorâmica3.2 (2013): 48-57.
Castilho, Maria Teresa. “How Welty Doesn’t Crusade.” Anglo-Saxónia 3.5 (2013): 19-34.http://www.ulices.org/anglo-saxonica/anglo-saxonica-en.html
Castilho, Maria Teresa. “Adventures of Huckleberry Finn: Looking for America.” Spaces of Utopia 2.2 (2013): 61-7.
Castilho, Maria Teresa. “The Southern Agrarians and Utopia.” Via Panorâmica special issue (2012): 45-55.
Castilho, Maria Teresa. Review of Anna L. Peterson’s Seeds of the Kingdom: Utopian Communities in the Americas. Utopian Studies 21.2 (2010): 372-4.
Castilho, Maria Teresa. “The Southern Agrarians: Utopian versus Industrial.” Utopia e Ciência. L. Martins, ed. Ribeirão: Edições Húmus, 2009. 127-37.
Castilho, Maria Teresa. “Utopianism in The Scarlet Letter.” Nowhere Somewhere: Writing, Space and the Construction of Utopia. J. R. Reis and J. Silva, eds. Porto: Editora Universidade do Porto, 2006. 109-17.
Castilho, Maria Teresa. “Delta Wedding: the return of Laura to Jackson.” Via Panorâmica 2 (2005): 7-21.
Castilho, Maria Teresa. “The Robber Bridegroom: um conto de fadas sulista.” Revista da FLUP: Estudos(2001): 127-39.Maria Teresa Castilho Maria Teresa Castilho
Maria Zulmira Castanheira is Assistant Professor in the Department of Modern Languages, Cultures and Literatures at the Faculty of Social and Human Sciences, Nova University Lisbon, Portugal, where she teaches English Literature, Translation Studies and Anglo-Portuguese Studies, coordinates the undergraduate programme in Translation and co-coordinates the inter-university Doctoral Programme in Translation Studies (Universidade Católica Portuguesa, Universidade de Lisboa and Universidade Nova de Lisboa). She has been a researcher at CETAPS since 1981 and at present she coordinates the «Anglo-Portuguese Studies» research area. She holds an MA and a PhD in Anglo-Portuguese Studies (title of MA dissertation: Para o retrato de Robert Southey — a visão de Portugal; title of PhD dissertation: A Grã-Bretanha na imprensa periódica do Romantismo português: imagens polimórficas, 4 volumes). Her research concentrates mainly on eighteenth and nineteenth century Anglo-Portuguese historical, literary and cultural relations. She has written extensively on British travel writing on Portugal and on the reception of British culture in the periodical press of Portuguese Romanticism. She is particularly interested in Anglo-Portuguese Studies, Travel Writing, English Literature and Culture, Translation Studies and Imagology.
““We Missed Caparica”: a experiência educativa do estrangeiro em The Young Traveller in Portugal (1955)”. Revista de Estudos Anglo-Portugueses 26 (2017): 229-256.
“Here-and-there-ing in Portugal in 1929: The Perspective of an American “impression-gatherer”. Interdisciplinary Journal of Portuguese Diaspora Studies. Vol. 4.2 (2015), “Neither Here nor There, Yet Both: The Luso-American Experience”. Special Issue. Guest Editors: Margarida Vale de gato, Teresa Alves, Rui Azevedo, Teresa Cid, and Isabel O. Martins. 312-333.
“The Victorian Traveller as Other: Stereotypes and Humour in the Periodical Press of Portuguese Romanticism.” Revista de Estudos Anglo-Portugueses 24 (2015): 187-204.
“Representations of Elizabeth I in the Periodical Press of Portuguese Romanticism: flattering and derogatory portrayals”. Revista de Estudos Anglo-Portugueses 23 (2014): 299-318. http://hdl.handle.net/10362/14710
“Representações de Lisboa na literatura de viagens britânica anterior ao Terramoto: uma visão panorâmica”. Lisboa e os Estrangeiros/Lisboa dos Estrangeiros até ao Terramoto de 1755. Coordenação de Maria João Pacheco Ferreira, Pedro Flor e Teresa Leonor M. Vale. Lisboa: Grupo Amigos de Lisboa e Fundação das Casas de Fronteira e Alorna, 2013. 57-72.
“Retrato da sociedade portuguesa num relato britânico da primeira metade de Oitocentos: do desenho à palavra.” From Brazil to Macao. Travel Writing and Diasporic Spaces.Editors: Alcinda Pinheiro de Sousa, Luísa Flora e Teresa Malafaia. Lisbon: University of Lisbon Centre for English Studies/Centro de Estudos Anglísticos da Universidade de Lisboa, 2013. 335-347.
“O papel mediador da imprensa periódica na divulgação da cultura britânica em Portugal ao tempo do Romantismo (1836-1865): matérias e imagens.” Entre Classicismo e Romantismo. Ensaios de Cultura e Literatura. Organização de Jorge Bastos da Silva e Maria Zulmira Castanheira. Col. Studies in Classicism and Romanticism 2. Porto: FLUP/CETAPS, 2013. 76-106. ISBN: 978-989-8648-11-2. URL: http://ler.letras.up.pt/site/default.aspx?qry=id022id1304id2626&sum=sim
“Joseph-Barthélemy-François Carrère’s Tableau de Lisbonne, en 1796 (1797) in English Translation”. inTRAlinea Special Issue: Travel Writing and Translation, 2013. http://www.intralinea.org/specials/article/1965
“ “A Dog and Three Englishmen”: Representations of the English and of English National Identity in Alexandre Herculano’s De Jersey a Granville (1843)”. Interrogating Gazes: Comparative Critical Views on the Representation of Foreignness and Otherness. Edited by Monserrat Cots, Pere Gifra-Adroher & Glyn Hambrook. Bern, Berlin, Bruxelles, Frankfurt am Main, New York, Oxford, Wien: Peter Lang, 2013. 67-74.
“Spleen: um traço recorrente da representação do inglês-tipo na imprensa periódica do Romantismo português”. “A Scholar for all seasons”: Homenagem a João de Almeida Flor. Organização de J. Carlos Viana Ferreira, Adelaide Meira Serras, Alcinda Pinheiro de Sousa, Alexandra Assis Rosa, Hanna Pięta, Luísa Falcão, Marília Martins Gil, Susana Valdez, Teresa Cid, Teresa de Ataíde Malafaia. Lisboa: Centro de Estudos Anglísticos da Universidade de Lisboa / Departamento de Estudos Anglísticos da Faculdade de Letras da Universidade de Lisboa, 2013.741-757.
“Ver e admirar: a viagem de formação de José Félix Henriques Nogueira a Inglaterra em 1853.” Revista de Estudos Anglo-Portugueses 21 (2012): 141-155.
“A terceira invasão francesa de Portugal na obra de Robert Southey: exaltação dos portugueses e demonização do inimigo francês”. A Guerra Peninsular em Portugal (1810-1812). Derrota e Perseguição. A Invasão de Masséna e a Transferência das Operações para Espanha. Actas do XX Colóquio de História Militar. Lisboa 15-18 Novembro 2011. Coordenação científica de António Pedro Araújo Pires Vicente. 2 vols. Lisboa: Comissão Portuguesa de História Militar, 2012. 577-588.
“Portugal ao tempo da primeira invasão francesa: o testemunho de uma inglesa residente no Porto”. Actas do Congresso Histórico «Olhão, o Algarve & Portugal no tempo das Invasões Francesas», 14-15-16 de Novembro 2008, organização do Município de Olhão e do Centro de Estudos de Património e História do Algarve (CEPHA) da Universidade do Algarve. Olhão: Município de Olhão, 2011. 55-72.
“Ecos de Presenças Portuguesas Além-Mancha na Imprensa Periódica do Romantismo Português: Auto-estima e Autocrítica”. Revista de Estudos Anglo-Portugueses 20 (2011): 261-324.
“ “Speaking Portuguese and writing English”: representações de Portugal na obra de Robert Southey”. Diálogos Interculturais: Os Novos Rumos da Viagem. Coordenação de Clara Sarmento. Porto: Vida Económica, 2011. 143-151.
“Troca de olhares entre Portugal e a Inglaterra na literatura de viagens da segunda metade do século XIX: Lady Jackson e Eduardo Coelho.” Dedalus. Revista Portuguesa de Literatura Comparada 14-15 (2010-2011): 391-408.
“Por que razão está Portugal em Guerra, e do lado da Grã-Bretanha? George Young. Portugal Old and Young: An Historical Study. Oxford: at the Clarendon Press, 1917.”Regicídio e República: Olhares Britânicos e Norte-Americanos. Casal de Cambra: Caleidoscópio, 2010. 265-287.
“Philadelphia Stephens e a controvérsia em torno de Letters from Portugal, on the late and present state of that kingdom (1777).” Pombal e o seu Tempo. Coordenação de João Paulo Pereira da Silva. Casal de Cambra: Caleidoscópio, 2010. 69-82.
“A Grã-Bretanha nos anúncios da imprensa periódica do Romantismo português: “Fieis thermometros, que marcam a mudança dos costumes.” Revista de Estudos Anglo-Portugueses 19 (2010): 205-233.
“Joseph James Forrester, defensor do Douro: a obra do “estrangeiro-portuguez”. Famílias Inglesas e a economia de Portugal. Publicações da Fundação Robinson 4. Portalegre: Fundação Robinson, 2010. 74-99.
“Os Precipícios do Génio: Imagens de Byron na Imprensa Periódica do Romantismo Português”. O Rebelde Aristocrata. Nos 200 Anos da Visita de Byron a Portugal. Organização de Maria Zulmira Castanheira e Miguel Alarcão. Porto: Universidade do Porto, Faculdade de Letras, Centre for English, Translation and Anglo-Portuguese Studies, Studies in Classicism and Romanticism 1 (2010): 24-41. (Web <http://ler.letras.up.pt/site/default.aspx?qry=id03id1304id2302&sum=sim> e <http://ler.letras.up.pt/uploads/ficheiros/7802.pdf>) ISSN: 1647-676X; ISBN: 978-972-8932-57-2).
“Apresentação”, por Maria Zulmira Castanheira e Miguel Alarcão. O Rebelde Aristocrata. Nos 200 Anos da Visita de Byron a Portugal.Organização de Maria Zulmira Castanheira e Miguel Alarcão. Porto: Faculdade de Letras da Universidade do Porto/Centre for English, Translation and Anglo-Portuguese Studies, Studies in Classicism and Romanticism 1 (2010): 4-6 (Web <http://ler.letras.up.pt/site/default.aspx?qry=id03id1304id2302&sum=sim> e <http://ler.letras.up.pt/uploads/ficheiros/7802.pdf>) (ISSN: 1647-676X; ISBN: 978-972-8932-57-2).
“ “The best laid schemes sometimes turn out the worst”: Robert Southey’s Success and Failure”. Via Panorâmica. Revista Electrónica de Estudos Anglo-Americanos / An Electronic Journal of Anglo-American Studies, II Série, 2 (2009): 89-100. ISSN: 1645-9652.
“A primeira campanha do exército britânico em Portugal ao tempo da Guerra Peninsular, recordada pelo militar inglês George Thomas Landmann: ou, da escrita memorialística como lugar de registo do cruzamento do eu com a História”. Revista de Estudos Anglo-Portugueses 18 (2009): 135-148.
“Conhecer a Visão Britânica”. Revista Itinerante. Divulgação Histórica e Cultural 1 (Nov. 2009-Fev. 2010): 36-40.
“A Ciência Britânica em Notícia na Imprensa Periódica Portuguesa do Romantismo (1836-1865)”. Letras & Ciências. As Duas Culturas de Filipe Furtado. Livro de Homenagem. Organização de Carlos Ceia, Miguel Alarcão e Iolanda Ramos. Casal de Cambra: Caleidoscópio, 2009. 479-492.
“A Literatura Inglesa na Imprensa Periódica Portuguesa do Romantismo”. Revista de Estudos Anglo-Portugueses 17 (2008): 127-254. http://hdl.handle.net/10362/4388
“As Invasões Francesas: testemunhos britânicos”. Um general que chega, um príncipe que parte, um país que resiste. Portugal 1807-1808. Actas do X Curso de Verão da Ericeira. Ericeira: Mar de Letras Editora, 2008. 129-144.
“Portugal, a visão de um militar inglês: George Thomas Landmann”. A Guerra Peninsular: Perspectivas Multidisciplinares. Actas do Congresso Internacional e Interdisciplinar Evocativo da Guerra Peninsular, Integrando o XVII Colóquio de História Militar nos 200 Anos das Invasões Napoleónicas em Portugal. Lisboa: Comissão Portuguesa de História Militar e Centro de Estudos Anglo-Portugueses, 2008. 29-38.
“O «aborrecido lavor de traduzir»: Camilo Castelo Branco, tradutor de Lady Jackson”. Revista de Estudos Anglo-Portugueses 16 (2007): 119-134.
“Robert Southey, History of the Peninsular War”. A Guerra Peninsular em Portugal. Relatos Britânicos. Coordenação de Maria Leonor Machado de Sousa. Casal de Cambra: Caleidoscópio, 2007. 11-43.
“A Grã-Bretanha na obra do romântico Francisco Maria Bordalo: imagens e referências”. Novos Caminhos da História e da Cultura. Actas do XXVII Encontro da APEAA (Associação Portuguesa de Estudos Anglo-Americanos). Org. de Carlos Ceia e Isabel Lousada. Lisboa: Faculdade de Ciências Sociais e Humanas/Centro de Estudos Anglo-Portugueses, 2007. 615-637.
“Prefácio”. A Formosa Lusitânia. Portugal em 1873, de Lady Jackson. Tradução e notas de Camilo Castelo Branco. Casal de Cambra: Caleidoscópio, 2007. XI-XXV.
“«O abstruso idioma de Shakespeare e Byron». Para a imagem da língua inglesa na imprensa periódica do Romantismo português”. Estudos Anglo-Portugueses. Livro de Homenagem a Maria Leonor Machado de Sousa. Org. de Carlos Ceia, Isabel Lousada e Maria João da Rocha Afonso. Lisboa: Edições Colibri / Faculdade de Ciências Sociais e Humanas / Centro de Estudos Anglo-Portugueses, 2003. 91-108.
“Do Trono ao Cadafalso — Anne Boleyn, Lady Jane Grey e Mary Stuart na imprensa periódica portuguesa do Romantismo”. Actas do I Congresso Internacional de Estudos Anglo-Portugueses. (Lisboa, 6-8 de Maio de 2001). Lisboa: Centro de Estudos Anglo-Portugueses / Faculdade de Ciências Sociais e Humanas, 2001. 629-643.
“Robert Southey, viajante e lusófilo”. Romantismo. Imagens de Portugal na Europa romântica. Comunicações apresentadas ao II Congresso Internacional de Sintra sobre o Romantismo, 23 a 26 de Setembro de 1987. Sintra: Instituto de Sintra, 1998. 135-141.
“Robert Southey, o primeiro lusófilo inglês”. Revista de Estudos Anglo-Portugueses 5 (1996): 59-120. http://hdl.handle.net/10362/4368
“Portugal: uma barbárie de pitorescas paisagens (Joseph Oldknow e John Mason Neale, dois ingleses entre nós em meados do século XIX)”. Revista de Estudos Anglo-Portugueses 3 (1994): 31-73.
“O relato de viagem de Costigan sobre Portugal”. Revista de Estudos Anglo-Portugueses 2 (1992): 79-104.Maria Zulmira Castanheira Maria Zulmira Castanheira
My first degree was in English Literature and Film Studies at the first university in Great Britain to offer Film Studies as an option of study. As a result, I learnt about the French Nouvelle Vague, German Expressionism, Soviet Socialist Realism and the Italian Neorealists.
The course also introduced me to the nascent theories of film narration as well as an extensive look at the history of the Hollywood studio system from its formation until its break up in the late 1960s. This involved not only exploring the socio-political background of the studios, but also different genres, such as the Western, the Musical, the Melodrama and Film Noir.
My Master’s degree was taken at Universidade de Aveiro in English Studies. However, I focused my dissertation on Film, in particular the first three films of Christopher Nolan and the noirish aspects contained within.
Since completing my Master’s I have had papers published on the Role(s) of Women in David Fincher Films, Paul Auster’s Films and the Noir Elements Contained Within The Book of Illusions and the Translation of Swearing in Christopher Nolan’s Memento.
I have also given papers on Lyndsay Anderson’s “If”, the Films of David Fincher, Cinema as a Voyeuristic Act, Christopher Nolan’s Following and How We Watch Films
I recently completed my PhD thesis on Symbolism in the films of Alfred Hicthcock from a Freudian and Lacanian perspective and am now working on articles to be published in journals related to Alfred Hitchcock, before starting work on a book looking st symbolism in the films of Luis Bunuel.Mark William Poole Mark William Poole
Miguel Alarcão holds a BA in Portuguese and English Studies (1981), MA in Anglo-Portuguese Studies (1986) and PhD in English Culture (1996), awarded by the New University of Lisbon, where he currently holds the post of Associate Professor. Director of the Central Library (2001-09) and Co-Coordinator of the Faculty’s earliest research group on Medieval Studies (1999-2004). Colloquial Assistant in Portuguese at the University of Birmingham (Late 1980s).
Main fields of activity/Areas of interest:
Medieval English Studies;
Over the years he has published and lectured both undergraduate and postgraduate courses on
these subjects, mainly from a broadly historical/cultural, rather than just literary, point-of- view.
Recent publications include:
“’Sherwood in the twilight’: re-working Robin Hood on the eve of the Great War” in Gaudium Sciendi. Revista da Sociedade Científica da Universidade Católica Portuguesa. Lisboa: SCUCP, nº 14 (Junho de 2018), pp. 117-128 (Web http://www2.ucp.pt/resources/Documentos/SCUCP/GaudiumSciendi/GaudiumSciendi_N14/10_MiguelAlarcao.pdf) (ISSN: 2182-7605).
“Sou Inglesa! Sou Inglesa!”: Memórias de uma Menina Anglo-Portuguesa (1907-1930) in Revista de Estudos Anglo-Portugueses/Journal of Anglo-Portuguese Studies. Dir. Gabriela Gândara Terenas. Lisboa: Fundação para a Ciência e a Tecnologia/Centre for English, Translation and Anglo-Portuguese Studies, nº 26 (2017), pp. 141-155.
‘And here’s to you, Mr. Robinson’: para uma história do sector corticeiro anglo-português” in Revista de Estudos Anglo-Portugueses/Journal of Anglo-Portuguese Studies. Dir. Gabriela Gândara Terenas. Lisboa: Fundação para a Ciência e a Tecnologia/Centre for English, Translation and Anglo-Portuguese Studies, nº 26 (2017), pp. 185-208.
“Ten years that shook the world: representations of youth(s) in some musical hits from the British Sixties” in Gaudium Sciendi. Revista da Sociedade Científica da Universidade Católica Portuguesa. Lisboa: SCUCP, nº 13 (Dezembro de 2017), pp. 57-66 (Web http://www2.ucp.pt/resources/Documentos/SCUCP/GaudiumSciendi/GaudiumSciendi_N13/09ma_Youth_13.pdf)
Medievalizing Victorian Heart(h)s: A. W. N. Pugin’s Medieval Court (1851)” in Gaudium Sciendi. Revista da Sociedade Científica da Universidade Católica Portuguesa. Lisboa: SCUCP, nº 12 (Junho de 2017), pp. 15-30 (Web http://www2.ucp.pt/resources/Documentos/SCUCP/GaudiumSciendi/GaudiumSciendi_N12/06.%20M.%20Alarc%C3%A3o.pdf) (ISSN: 2182-7605).
“Júlio Dinis anglófilo? Interrogações, perplexidades, desafios” in Revista de Estudos Anglo-Portugueses/Journal of Anglo-Portuguese Studies. Dir. Gabriela Gândara Terenas. Lisboa: Fundação para a Ciência e a Tecnologia/Centre for English, Translation and Anglo-Portuguese Studies, nº 25 (2016), pp. 201-228.
“There was a Writer, a Scottish Writer: Transcending Oppositions in Scott’s Ivanhoe (1819)” in Gaudium Sciendi. Revista da Sociedade Científica da Universidade Católica Portuguesa. Lisboa: SCUCP, nº 10 (Julho de 2016), pp. 102-120 (Web http://www2.ucp.pt/resources/Documentos/SCUCP/GaudiumSciendi/Revista_Gaudium_Sciendi_N10/11Miguel%20Alarc%C3%A3o.pdf) (ISSN: 2182-7605).
“Identity matters: notas para uma (in)definição de identidade ‘inglesa’ no relato sobre a conquista de Lisboa (1147)” in Revista de Estudos Anglo-Portugueses/Journal of Anglo-Portuguese Studies. Dir. Gabriela Gândara Terenas. Lisboa: Fundação para a Ciência e a Tecnologia/Centre for English, Translation and Anglo-Portuguese Studies, nº 24 (2015), pp. 37-68.
‘This royal throne of kings, this sceptred isle’: breve roteiro histórico-cultural da Idade Média inglesa (Séculos V-XV). Lisboa: Centro de Estudos Anglísticos da Universidade de Lisboa, “Cadernos de Anglística”, nº 18, 2014 (Web http://www.ulices.org/images/site/publicacoes/cadernos/CadAngl-18-web.pdf) (ISBN: 978-972-8886-26-4).
“’Captain Hood’ or ‘The Forest Hawk’: Robin Hood (dis)played by Errol Flynn (1938)” in Anglo-Saxónica. Revista do Centro de Estudos Anglísticos da Universidade de Lisboa. Lisboa: Edições Colibri/Centro de Estudos Anglísticos, Série III, nº 7 (2014), pp. 22-35. • “Ut pictura poesis: Sintra romântica na encruzilhada das artes” in Alcinda Pinheiro de Sousa, Luísa Flora e Teresa Malafaia (eds.), From Brazil to Macau. Travel Writing and Diasporic Spaces. CD-ROM. Lisboa: CEAUL/ULICES, 2013, pp. 371-385 (Web http://www.ulices.org/images/site/publicacoes/outras/2_SelectedEssays_243-648.pdf) (ISBN: 978-972-8886-24-0).
“The last refuge of a scoundrel? Para uma (re)leitura ‘patriótica’ da ‘apostasia’ de Southey e(m) Wat Tyler (1794-1817)” in A Scholar for All Seasons — Homenagem a João de Almeida Flor. Lisboa: Centro de Estudos Anglísticos da Universidade de Lisboa/Departamento de Estudos Anglísticos, Faculdade de Letras da Universidade de Lisboa, 2013, pp. 803-821.
Castanheira, Maria Zulmira and Miguel Alarcão, org. (2010), O Rebelde Aristocrata. Nos 200 Anos da Visita de Byron a Portugal, Porto: Faculdade de Letras da Universidade do Porto/Centre for English, Translation and Anglo-Portuguese Studies, “Studies in Classicism and Romanticism”, nº 1 (Web <http://ler.letras.up.pt/site/default.aspx?qry=id03id1304id2302&sum=sim> e <http://ler.letras.up.pt/uploads/ficheiros/7802.pdf>).
“Diana, ‘deusa’ caçada: revendo The Queen (2006)” in Comunicação & Cultura, nº 12 (“Fãs e Celebridades”). Lisboa: Faculdade de Ciências Humanas da Universidade Católica Portuguesa, Centro de Estudos de Comunicação e Cultura, nº 12 (Outono/Inverno de 2011), pp. 83-98. Disponível em <http://run.unl.pt/handle/10362/14983>.
Ceia, Carlos, Miguel Alarcão and Iolanda Ramos, coord. (2009), Letras & Ciências. As Duas Culturas de Filipe Furtado. Lisboa, Caleidoscópio.
Alarcão, Miguel, Luís Krus and Maria Adelaide Miranda, coord. (2002), Animalia. Presença e Representações, Lisboa, Edições Colibri, “Actas e Colóquios”, nº 34.
Krus, Luís, Maria Adelaide Miranda and Miguel Alarcão, coord. (2000/2001), Morar. Tipologia, funções e quotidianos da habitação medieval, Ponta Delgada: Patrimonia – Associação de projectos culturais e formação turística, “Media Aetas. Revista de Estudos Medievais”, nos. ¾.
Príncipe dos Ladrões: Robin Hood na Cultura Inglesa (c.1377-1837). Lisboa: Fundação Calouste Gulbenkian/Fundação para a Ciência e a Tecnologia, “Textos Universitários de Ciências Sociais e Humanas”, 2001 (ISBN: 972-31-0909-3; out of print).Miguel Alarcão Miguel Alarcão
Miguel Ramalhete Gomes is a post-doctoral research fellow working on the theme of Shakespeare and presentism. He is a based at CETAPS, at Universidade do Porto, in Portugal. He is the author of Texts Waiting for History: William Shakespeare Re- Imagined by Heiner Müller (Rodopi, 2014); he has also edited Translation, the Canon and its Discontents: Version and Subversion (CSP, 2017) and coedited, with Márcia Lemos, Exchanges between Literature and Science from the 1800s to the 2000s: Converging Realms (CSP, 2017). He has presented papers in international conferences on the topics of early modern drama, especially Shakespeare, Irish studies, Utopian studies, and 20 th -century German drama. He is at present translating Shakespeare’s Henry VI, Part 3 into Portuguese.
Recent publications include:
Gomes, Miguel Ramalhete & Jorge Bastos da Silva, eds. English Literature and the Disciplines of Knowledge, Early Modern to Eighteenth Century: A Trade for Light. Amsterdam: Brill | Rodopi, 2017 (ISBN 9789004349353).
Gomes, Miguel Ramalhete, ed. Translation, the Canon and its Discontents: Version and Subversion. Newcastle upon Tyne: Cambridge Scholars Publishing, 2017 (ISBN 978-1-4438-9562-0).
Gomes, Miguel Ramalhete & Márcia Lemos, eds. Exchanges between Literature and Science from the 1800s to the 2000s: Converging Realms. Newcastle upon Tyne: Cambridge Scholars Publishing, 2017 (ISBN 978-1-4438-1273-3).
Gomes, Miguel Ramalhete. “‘The burgers that done the deed’: Hazardous food in Thomas Pynchon’s Inherent Vice”. Cadernos de Literatura Comparada: Utopia e Alimentação 36 (2017): 129-139.
Gomes, Miguel Ramalhete. “Learning by rote: Joyce and the external memory drive”, in A Time to Reason and Compare: International Modernism Revisited One Hundred Years After, ed. Jorge Bastos da Silva & Joana Matos Frias, 37-52. Newcastle upon Tyne: Cambridge Scholars Publishing, 2016.
Gomes, Miguel Ramalhete. Texts Waiting for History: William Shakespeare Re-Imagined by Heiner Müller. Amsterdam, New York: Rodopi, 2014 (ISBN 9789042039032).
Gomes, Miguel Ramalhete. “Intended for the Stage: Performance Criticism in Richard Brome’s The Antipodes”. SEDERI: Yearbook of the Spanish and Portuguese Society for English Renaissance Studies 24 (2014): 157-169.
Gomes, Miguel Ramalhete. “‘Nothing ever ends’: Ending Dystopian History in Watchmen”, in Dystopia(n) Matters: On the Page, on Screen, on Stage, ed. Fátima Vieira, 270-279. Newcastle upon Tyne: Cambridge Scholars Publishing, 2013.
Gomes, Miguel Ramalhete. “Freezing the Tempest: Natural History in Shakespeare and Heiner Müller”. REAL – Yearbook of Research in English and American Literature, Vol. 29. Critical and Cultural Transformations: Shakespeare’s The Tempest – 1611 to the Present (2013), ed. Tobias Döring & Virginia Mason Vaughan: 115-130.
Gomes, Miguel Ramalhete. “‘IN THE FEARFUL ARMOUR’: Shakespeare, Heiner Müller and the Wall”, in Shakespeare and Conflict: A European Perspective, ed. Carla Dente & Sara Soncini, 145-156. Hampshire: Palgrave Macmillan, 2013.Miguel dos Santos Silva Ramalhete Gomes Miguel dos Santos Silva Ramalhete Gomes
Nicolas Hurst (PhD)
Department of Anglo-American Studies (FLUP).
Since 1989, a lecturer in English Language, Linguistics, Culture and ELT Methodology at the Faculty of Letters, University of Porto. Full-time teaching at various levels; currently responsible for the delivery of general English courses to first year undergraduates and additional responsibilities related to post-graduate teacher education courses and practicum supervision. Regular presenter at local and international ELT-related conferences. Numerous articles/chapters published in the UK, the USA, Germany, Poland, Spain, Switzerland and Portugal. Defended his doctoral thesis in March 2014 under the title: Cultural Representation in Portuguese –Produced ELT Coursebooks (1981-2006).
Five recent international publications:
Hurst, Nicolas. “Core Concerns: Cultural Representation in English Language Teaching Coursebooks.”Language Learning, Discourse and Communication. W. Szubko-Sitarek et al., eds. Second Language Learning and Teaching series. Zurich: Springer International Publishing, 2014. 47-62.
Hurst, Nicolas. “Leaving the NEST: language teachers going glocal.” The Teacher 79.5 (2010).
Hurst, Nicolas. “Making grammar make sense: Nothing is impossible.” Estudos de Metodología de la Lengua Inglesa (V). L. Perez Ruiz, I. Parrado Roman and P. Tabarés Pérez, eds. Universidad de Valladolid Publicacíons/Centro Buendía, 2010.
Hurst, Nicolas. “Taste and Tradition in Contemporary British Televised Comedy.” Hard Times 84 (2008).
Hurst, Nicolas. “The Hidden Curriculum: issues and angst about cultural content in ELT materials.”Estudos de Metodología de la Lengua Inglesa (IV). L. Perez Ruiz, I. Pizarro Sanchez and E. Gonzalez Cascos, eds. Universidad de Valladolid Publicacíons / Centro Buendía, 2008.
Five recent publications in Portugal:
Hurst, Nicolas. “Visual representations in Portuguese produced ELT coursebooks.” Linguarum Arena 5 (2014): 21-30.
Hurst, Nicolas and Diana Sousa. “Weighing the anchor: a critical approach to coursebook selection.”The APPI Journal 11.1 (2011).
Hurst, Nicolas. “A quadratura do círculo: As práticas atuais na observação e avaliação dos professores estagários de Língua Inglesa na Faculdade de Letras da Universidade do Porto.” Supervisão Pedagógica e Educação em Línguas. Rosa Bizarro and Maria Alfreda Moreira, org. Mangualde: Edições Pedago, 2010.
Hurst, Nicolas. “Revival and renewal in ELT approaches to grammar.” E-TEALS 1 (2010).http://ler.letras.up.pt/site/default.aspx?qry=id05id1306id2304&sum=sim
Hurst, Nicolas and Vanessa Reis. “Varieties of English: South African English.” The APPI Journal 9.2 (2009).Nicolas Hurst (PhD) Nicolas Hurst (PhD)
Affiliation – Department for Anglo-American Studies, Faculty of Letters, Oporto University
Seniority – Senior
Born in 1955 (Oporto).
Graduation in Laws (Ciências Jurídicas, Coimbra University, 1978).
Becomes a lawyer after postgraduate training, 1980, but leaves the profession and the courts to study literature.
Graduation in Modern Languages and Literatures (English and American Studies, Coimbra University, 1986).
Short stay in West Germany, Darmstadt, in 1986 (scholarship awarded by the F. S. V. Stiftung, Hamburg).
Lecturer in a wide range of curriculum units concerning English Literature and Culture (Oporto University, since November 1986).
Professor of English Literature since 2001 (doctoral thesis on Christopher Marlowe, Oporto University)
Member of the group for translation of Shakespeare´s plays into Portuguese (Department for Anglo-American Studies/ C. E. T. A. P. S. ).
Editor, or co-editor, of Teatro do Mundo (since 2007, yearly publication, eleven issues to the date). Founding member of the C. E. T. U. P. (Centro de Estudos Teatrais da Universidade do Porto).
«A parabola do judeu: brevíssima crónica de um ‘hermoso placer de los dineros’», in Maria de Fátima Marinho (ed. ),(2004), Literatura e História, Porto, Faculdade de Letras, Departamento de Estudos Portugueses e Estudos Românicos, vol.II, pp. 199-209.
«Diálogos do texto e da imagem em William Shakespeare: instabilidade na construção do género», in John Greenfield (ed.), (2006), O Género Literário – Norma e Transgressão (The Literary Genre, Myth and Transgression), Munique, Martin Meidenbauer, pp. 67-94.
‘Arches of Venice – the villain’s role and the victim’s part in Kuniaka Ida’s version of Othelo’, in Cristina Marinho/ Nuno Pinto Ribeiro (eds. ) (2011), Teatro do Mundo, Tradição e Vanguardas, cenas de uma conversa inacabada, Porto, Centro de Estudos Teatrais da Universidade do Porto, pp. 153-166.
«Os Autos de Camões e a Comédia de Shakespeare: a Negociação do Espaço de Autonomia das Figuras Femininas», in Cristina Marinho/ Nuno Pinto Ribeiro (eds.) (2012), Teatro do Mundo, Da Página à Cena, da Cena à Página, Porto, Centro de Estudos Teatrais da Universidade do Porto, pp. 195-232.
‘From Crime to Punishment and Back: Lights of Comedy, Shades of Tragedy in The Merchant of Venice in Cristina Marinho/ Nuno Pinto Ribeiro (eds.), (2015), Teatro do Mundo: Direito e Representação/Law and Performance, Porto, Centro de Estudos Teatrais da Universidade do Porto, pp. 273-290.
‘And I am I, how’ever I was begot’: amongst bastards, paradoxes of the stranger in Shakespeare’s The Life and the Death of King John, in Carla Carrondo/Cristina Marinho/Nuno Pinto Ribeiro (eds.) (2016),Teatro do Mundo: O Estranho e o Estrangeiro no Teatro/Strangeness and the Stranger in Drama, Porto, Centro de Estudos Teatrais da Universidade do Porto, pp. 49-58.
‘The Second Coming: Prophecy and Utopian Thought in John Milton (1608-74) and António Vieira (1608-97)’, in Jorge L.Bueno Alonso, et alii (eds.), (2003), ‘Nothing but papers, my lord’ –Studies in Modern Language and Literature’, SEDERI XIII, Universidade de Vigo, Servicio de Publicacións, pp. 191-198-
Ribeiro, Nuno Pinto, William Shakespeare: O Amansar da Fera (The Taming of the Shrew), Introdução, tradução e notas (2003), Porto, Campo das Letras, Shakespeare para o Século XXI.Nuno Manuel Dias Pinto Ribeiro Nuno Manuel Dias Pinto Ribeiro
Patricia A. Lobo holds a PhD in Literature and Culture (American Studies), an MA in English Studies and an MA in Foreign Language Education (English and Spanish). At CETAPS, she integrates the Teacher Education and Applied Language Studies research group. She has been publishing and presenting papers at several international conferences in the areas of Border Studies (EUA-Mexico), Chicano Studies (linguistic and cultural hybridity; gender and ethnicity in literature, culture and visual arts); and Foreign Language Education (language, culture and society in FLE; interculturalism, plurilinguism and translinguism in FLE). She has been teaching at several Polytechnic Institutes and is currently the webmaster of the European Association for American Studies (EAAS).
(2016, December). “Foreign Language Education in the 21st European context: exploring new directions in intercultural and plurilingual approaches using Anzaldúa´s Border Epistemology”. E-Teals: an e-journal of Teacher Education and Applied Language Studies. Universidade do Porto. (ISSN1647-712X)
(2016, December). “O Feminicídio de Juárez: Alterações económicas, narrativas sociais e discursos coloniais na fronteira dos EUA e México”. Revista ex æquo nº 34. Associação Portuguesa de Estudos sobre as Mulheres. (ISSN 0874-5560)
(2016, April). “Periferias hispánicas de los EEUU: la literatura chicana femenina como manifestación de los márgenes culturales estadunidenses”. Cuadernos de ALEPH N.8. Universidad de Barcelona. (ISSN 2174-8713)
(2015, July). “Todas las voces que me hablan simultáneamente: Anzaldúa´s voice from the Borderlands”. Special Edition of Complutense Journal of English Studies. Universidad Complutense de Madrid. (ISSN 2386-3935, ISSN-e 2386-6624)Patrícia Alves de Carvalho Lobo Patrícia Alves de Carvalho Lobo
Rogério Miguel Puga (b. 1974) holds a PhD in Anglo-Portuguese Studies, and is an Assistant Professor at the New University of Lisbon, and a researcher at CETAPS. He was Assistant Professor at the University of Macau, and he has also taught at the Polytechnic Institute of Lisbon (ESCS and ESE), at ISEC, and at IADE. His research interests are: Travel Writing, Post-Colonial Studies, History of the Portuguese and British Empires (Asia), Anglo-Portuguese Relations in Europe and in the South of China (Macao and Hong Kong).
Researcher ID: D-2018-2012
Google Scholar (Citations): https://scholar.google.pt/
Recent publications include:
Puga, Rogério. E-Dicionário de Escrita de Viagens Portuguesa/E-Dictionary of Portuguese Travel Writing. Institute of Modern Languages Research-University of London, Laboratório de Interlocuções com a Ásia (LIA)-University of São Paulo (USP), CETAPS-Faculdade de Ciências Sociais e Humanas, Lisbon, 2015. http://www.fcsh.unl.pt/devp
Puga, Rogério. “The First English Language Library in China: The English Factory Library (Canton-Macao, 1806-1835).” Notes and Queries 61.4 (December 2014): 508-9.
Puga, Rogério. Imagologia e Mitos Nacionais: O Episódio dos Doze de Inglaterra na Literatura Portuguesa (c.1550-1902) e o Nacionalismo (Colonial) de Teófilo Braga. University of Goa (India), CETAPS-FCSH/NOVA. Lisbon: Caleidoscópio, 2014.
Puga, Rogério. “Early British Presence in China: The First Anglo-Portuguese Voyage to Macau.” Macao: The Formation of a Global City. C. X. George Wei, ed. London: Routledge, 2013. 107-20.
Puga, Rogério. British Presence in Macau, 1635-1793. Royal Asiatic Society and University of Macao. Hong Kong: Hong Kong University Press, 2013.
Puga, Rogério. “The First Museum in China: The British Museum of Macao (1829-1834) and its Contribution to Nineteenth-Century British Natural Science.” Journal of the Royal Asiatic Society22.3-4 (October 2012): 575-86.
Puga, Rogério. Chronology of Portuguese Literature, 1128-2000. Newcastle upon Tyne: Cambridge Scholars Publishing, 2011.
Puga, Rogério. A Presença Inglesa e as Relações Anglo-Portuguesas em Macau (1635-1793). Collection “Estudos e Documentos.” Lisbon: Centro de História de Além-Mar/ Universidade Nova de Lisboa-Universidade dos Açores/Centro Cultural e Científico de Macau, 2009.
Puga, Rogério. A World of Euphemism: Representações de Macau na Obra de Austin Coates: City of Broken Promises enquanto Romance Histórico e Bildungsroman Feminino. Lisbon: Fundação para a Ciência e a Tecnologia-Ministério da Ciência, Tecnologia e Ensino Superior/Fundação Calouste Gulbenkian, 2009.
Puga, Rogério. O Essencial sobre o Romance Histórico. Lisbon: Imprensa Nacional-Casa da Moeda, 2006.Rogério Miguel Puga Rogério Miguel Puga
Rui Carvalho Homem is Professor of English at the University of Oporto, Portugal. He is the author of two monographs – Shakespeare and the Drama of Alterity (in Portuguese; 2003); and Poetry and Translation in Northern Ireland: Dislocations in Contemporary Writing (2009) – and the editor of several collections, among which Translating Shakespeare for the Twenty-First Century (2004) and Relational Designs: Page and Stage, Canvas and Screen (2012). He has published extensively on contemporary Irish poetry, Early Modern English drama, Translation Studies, and intermediality. As a literary translator, he has published annotated versions of Shakespeare (Antony and Cleopatra, Love’s Labour’s Lost, Richard III) Christopher
Marlowe (Hero and Leander), Seamus Heaney and Philip Larkin. He is currently the Chair of ESRA, the European Shakespeare Research Association.
Recent publications include:
Homem, Rui Carvalho. Poetry and Translation in Northern Ireland: Dislocations in Contemporary Writing. Houndmills: Palgrave Macmillan, 2009.
Homem, Rui Carvalho, ed. Relational Designs in Literature and the Arts: Page and Stage, Canvas and Screen. Amsterdam and New York, NY: Rodopi, 2012.
Articles and book chapters:
Homem, Rui Carvalho. “On Authorship and Intermediality in Seamus Heaney: ‘I can connect / Some bits and pieces.’” The Irish Review 49-50 (Winter-Spring 2014/2015): 151-64.
Homem, Rui Carvalho. “Othello Across Borders: On an Interlocal and Intermedial Exercise.” Shakespeare Survey 67 (2014): 327-34.
Homem, Rui Carvalho. “Philip Massinger: Drama, Reputation and the Dynamics of Social History.” The Cambridge Companion to Shakespeare and Contemporary Dramatists. Ton Hoenselaars, ed. Cambridge: Cambridge UP, 2012. 212-25.
Homem, Rui Carvalho. “‘Private Relations’: Selves, Poems and Paintings – Durcan to Morrissey.” Oxford Handbook of Modern Irish Poetry. Fran Brearton and Alan Gillism, eds. Oxford: Oxford UP, 2012. 282-96.
Homem, Rui Carvalho. “Prospero’s Wake: Genre and Transit in the Afterlife of The Tempest.” Shakespeare Jahrbuch 148 (2012): 113-33.
Homem, Rui Carvalho. “Of Idiocy, Moroseness, and Vitriol: Soloists of Rage in Ben Jonson’s Satire.”Solo Performances: Staging the Early Modern Self in England. Ute Berns, ed. Amsterdam and New York, NY: Rodopi, 2010. 157-71.
Homem, Rui Carvalho. Home“Memory, Ideology, Translation:King Lear behind bars and before history.”Alternative Shakespeares 3. Linda Henderson, ed. London: Routledge, 2008. 204-20.
Homem, Rui Carvalho. “The Chore and the Passion: Shakespeare and Graduation in mid-Twentieth-Century Portugal.” The Shakespearean International Yearbook – 8: Special section, European Shakespeares. Ton Hoenselaars and Clara Calvo, special guest eds. Aldershot: Ashgate, 2008. 15-31.Rui Carvalho Homem Rui Carvalho Homem
I have lived and worked in Portugal since 1987 and have an MA in TESOL from the University of Manchester and a PhD from the University of Aveiro in didactics and teacher education. In my thesis I investigated the role of picturebook illustrations in language development, which brought two of my passions together, language learning with children under 6 years old and picturebooks for language learning. I continue to be involved in classroom-based research involving both language learning and reader response. My recent research projects include two small-scale projects using picturebooks with Portuguese EFL learners from 16 to 18 years old and an ELTRP funded project looking at pre-primary language education, in association with the University of Leeds, UK.
Between 1997 and 2002 I was a lecturer at Escola Superior de Educação de Leiria, where I worked on in-service courses with pre-primary and primary teachers on the CESEs em Ensino Precoce das Línguas Estrangeiras and the pre-service course Professores do Ensino Básico, Variante de Português e Inglês. Since 2002, I have worked as a freelance teacher educator, consultant and author. I am a trainer for APPIforma (http://www.appi.pt/appiforma/about-appiforma/), Oxford University Press and NILE (https://www.nile-elt.com/) and have also worked with the Portuguese Ministry of Education as a supervisor and trainer for online courses for primary English teachers.
In January 2015, I began working as a part-time invited assistant professor at Universidade Nova, Lisbon and am responsible for the module ‘Teaching Young Learners’ on the in-service course Formação complementar para o ensino de inglês no 1º ciclo do ensino básico, and the seminar, ‘Teaching Young Learners’ on the Mestrado em Ensino de Inglês no 1º ciclo do Ensino Básico.
I am also an online tutor at Universitat Autònoma de Barcelona, where I teach a module ‘English Picturebooks in the second language classroom’, on the MA Children’s Books from a Global Perspective.
I am the co-editor of the open-access online journal Children’s Literature in Language Education (CLELEjournal) (http://clelejournal.org/) and ELT Research, the IATEFL Research SIG journal (http://resig.weebly.com/newsletters.html). I am also author of a number of language learning courses for pre-primary and primary aged learners and resource books for teachers, as well as a regular contributor to edited volumes, journals and magazines related to ELT and children’s literature.
I am active member of teacher and research associations and have been a member of IATEFL (http://www.iatefl.org/) and APPI (http://www.appi.pt/) since the late 1990s. I founded the APPI SIG for pre-primary and primary teachers (APPInep) in 2000 and was coordinator of the IATEFL YL SIG from 2003 to 2006. Recently I have been involved in setting up a Multilingual Childhoods SIG within EECERA (http://www.eecera.org/). In addition, I am a member of IRSCL (http://www.irscl.com/),AILA ELL-ReN (http://www.ell-ren.org/) and AILA LiLLT- ReN and coordinate the Research in Early Years Language Learning (REYLL) network (EARLY-YEARS-LANGUAGE-
I keep an award winning blog, Picturebooks in ELT, http://picturebooksinelt.blogspot.com/, which promotes the use of picturebooks with language learners of all age groups and I have a website: http://sandiemourao.eu
Ramos, A.M, Mourão, S. & Cortez, M.T. (Eds.) (2017). Fractures and Disruptions in Children’s Literature. Newcastle-upon-Tyne: Cambridge Scholars Press.
Robinson, P., S. Mourão, and N-J. Kang. English Learning Areas in pre-primary classrooms: an investigation of their effectiveness. London: British Council, 2015.http://englishagenda.britishcouncil.org/sites/ec/files/English%20learning%20areas%20in%20pre-primary%20classrooms%20(1).pdf
Mourão, S. and M. Lourenço, eds. Early Years Second Language Education: International Perspectives on Theories and Practice. Abingdon: Routledge, 2015.
Mourão, S. Discover with Dex 1 and 2 Student’s Book & Teacher’s Guide. Oxford: Macmillan, 2015.
Chapters and articles
Mourão, S. (forthcoming). Research into pre-primary language learning. In S. Garton & F. Copland (Eds.) Routledge Handbook of Teaching English to Young Learners. Abingdon: Routledge
Mourão, S. (forthcoming). Collaborative approaches to looking at progression in early years foreign language learning contexts. In D. Prošić-Santovac & S. Rixon (Eds.) Integrating Assessment into Early Language Learning and Teaching Practice.Bristol: Multilingual Matters
Mourão, S. (2018). The social and linguistic benefits of peer interaction in a foreign language-learning programme. In M. Schwartz (Ed.) 21st Century preschool bilingual education: Uniqueness, diversity and challenges in light of the three-fold theoretical framework: teachers, family and ethno-linguistic community. Multilingual Education Series. Dordrecht, Netherlands: Springer
Mourão, S. (2018). Playing in English: the emerging voices of pre-primary children in a foreign language context. In F. Copland, & S. Garton, (Eds.), Voices from the TESOL Classroom: Participant Inquiries in Young Learner Classes. Alexandria, Vir: TESOL.
Mourão, S. (2017). Picturebooks in instructed foreign language learning contexts. In M. Nikolajeva & C. Beauvais (Eds.) The Edinburgh Companion to Children’s Literature. Edinburgh: Edinburgh University Press.
Mourão, S. (2017). O livro como objeto – Bernardo Carvalho no papel de ilustrador-designer. In Ramos, A. M. (coord.) Aproximações ao Livro-objeto: Das Potencialidades Criativas às Propostas de Leitura. Porto: Tropelias&Companhia.
Mourão, S. & Robinson, P. (2016). Facilitating the learning of English through collaborative practice. In V. Murphy, and M. Evangelou, (eds) Early Childhood Education in English for Speakers of Other Languages. London: British Council.
Mourão, S. (2016). Picturebooks in the Primary EFL Classroom: Authentic Literature for an Authentic Response, Children’s Literature in English Language Education Journal, Vol 4(1) 2016 pp. 25-43. Retrieved from http://clelejournal.org/wp-content/uploads/2016/05/Picturebooks-Authentic-literature-for-an-authentic-response-CLELEjournal-4.1.pdf
Mourão, S. (2016). ELT in early childhood education: from a trickling stream to a rushing river, Children and Teenagers, 2016(1).
Mourão, S. (2015). Learning English is child’s play – how to leave them to it. Voices, 18.11.2015 Available online: https://www.britishcouncil.org/voices-magazine/learning-english-childs-play
Mourão, S. (2015). The potential of picturebooks with young learners. In J. Bland, (ed.) Teaching English to Young Learners. Critical Issues in Language Teaching with 3-12 year olds. London: Bloomsbury Academic pp 199 – 218
Mourão, S. (2015). English at pre-primary: the challenges of getting it right. In J. Bland, (ed.) Teaching English to Young Learners. Critical Issues in Language Teaching with 3-12 year olds. London: Bloomsbury Academic pp 51-70
Mourão, S. and P. Robinson. “Facilitating the learning of English through play activities”. Early Childhood Education in English for Speakers of Other Languages. V. Murphy, and M. Evangelou, eds. London: British Council, 2015.
Mourão, S. “Fostering affective responses to picturebooks in the young learner classroom”. Humanising Language Teaching, August, 2015.
Mourão, S. “What’s real and what’s not: playing with the mind in wordless picturebooks”. Challenging and Controversial Picturebooks: Creative and Critical Responses to Visual Texts. J. Evans, ed. Abingdon: Routledge, 2015.
Mourão, S. “English at pre-primary: the challenges of getting it right”. Teaching English to Young Learners. Critical Issues in Language Teaching with 3-12 year olds. J. Bland, ed. London: Bloomsbury Academic, 2015.
Mourão, S. “Taking play seriously in pre-primary English classes”. ELT Journal, 63.3, (2014) 254-264.
Mourão, S. “Understanding response to picturebooks”. Encuentros, 22, (2014).http://www.encuentrojournal.org/textos/Mourao_Picturebooks_revised_SM.pdf
Mourão, S. “Response to ‘The Lost Thing’: Notes from a secondary classroom”. CLELEjournal, 1.1 (2013). 81-106.http://clelejournal.org/article5/Sandie Mourão Sandie Mourão
Affiliation – University of Porto
Seniority – Intermediate
PhD since 2013 – Anglo-American Studies (Literature), by the University of Porto, on an FCT Merit Grant. Supervisors: Maria de Fátima Marinho e Fátima Vieira.
Lecturer at Escola Superior de Educação – Instituto Politécnico do Porto: English Literature, Introduction to Literary Studies, and Professional English, since 2015
Creator and lecturer of course on Portuguese Literature and Ethics for the PEUS programme of the Faculty of Arts, University of Porto, since 2014
Teacher of Advanced levels of Academic English in courses provided to staff by the University of Porto, since 2013
Research Collaborator – CETAPS, CITCEM, IF-FLUP, and ILC-ML
Board Member of the Círculo Literário Agustina Bessa-Luís.
Former Teaching Fellow of Universal Literature at Universidade Católica – Porto, under the supervision of Professor Arnaldo Saraiva.
Vice-President and Casting Director at in skené. Also working as director, stage director, actress, and translator for the company.
Research interests: Ethics and Literature, Pleasure and Utopia, Individual and Utopia, Language and Power
Melo e Fátima Vieira (org.) (2011), Iris Murdoch, Novelist meets Philosopher, Newcastle upon Tyne, Cambridge Scholars Publishing
ARAÚJO, Sofia de Melo (forthcoming-2016), Ética e Literatura: Um Estudo a Partir de Romances de Iris Murdoch (1958-70), Porto, Edições Afrontamento
Lima, Isabel Pires de, Isabel Ponce Leão, Luís Adão da Fonseca, Sérgio Lira e Sofia de Melo Araújo (org.) (forthcoming-2016), Ética e Política na Obra de Agustina Bessa-Luís
Olsson, Anna/ Fátima Vieira/ Sofia de Melo Araújo (eds.) (forthcoming – 2016), Eursafe 2016- Food Futures – Ethics, Science & Culture
Ellison, Maria/Fátima Vieira/Sofia de Melo Araújo/Marta Correia (forthcoming), “Teachers’ perceptions of ‘need’ in EAP and ICLHE contexts”, in J. Valcke/ R. Wilkinson (eds.), Integrating Content and Language in Higher Education: Perspectives on Professional Practice. Selected Papers from the IV International Conference Integrating Content and Language in Higher Education 2015, Frankfurt, Peter Lang
Araújo, Sofia de Melo (forthcoming), “Harder Said: Developing Oral Skills in a Foreign Language with Advanced Level Academics”, in Teletin, Andreea (org.) (forthcoming), Universidade de Bucareste
Araújo, Sofia de Melo (forthcoming -2016), “”something a little bit ‘tasty'” George Orwell, food, politics, and empathy”, in OLSSON, Anna/ Fátima Vieira/ Sofia de Melo Araújo (eds.) (no prelo – 2016), Eursafe 2016- Food Futures – Ethics, Science & Culture
Araújo, Sofia de Melo (2016), “Romances de Cordel para Intelectuais? Narratividade na Ficção de Iris Murdoch, Filósofa”, in Ferreira, Maria Luísa Ribeiro/ Fernanda Henriques (coord.) (2016), Marginalidade e Alternativa vinte e seis filósofas para o século XXI, Lisboa, Edições Colibri
Araújo, Sofia de Melo (2013), “Equilibrium: Dystopia-on-drugs or inverted Cockaigne?”, in Vieira, Fátima (ed.) (2013), Dystopia(n) Matters: on the page, on screen, on stage, Newcastle upon Tyne, Cambridge Scholars Publishing
Araújo, Sofia de Melo (2012), “Framing the Shrew – How the lens looks upon William Shakespeare’s The Taming of the Shrew”, in Homem, Rui Carvalho (org.) (2012), Relational Designs in Literature and the Arts. Page and Stage, Canvas and Screen, Amsterdão e Nova Iorque, RodopiSofia de Melo Araújo Sofia de Melo Araújo
Sónia Pacheco is a preschool teacher at Ministry of Education, who completed her PhD degree at the Nova University of Lisbon in 2013, specializing in Educational Sciences – Literacy in Education. Her research interests lie in the preschool context and the reading and writing skills of young children in an information and knowledge-based society. The investigation carried out during her PhD concludes that the ability to learn how to read and write at this young age has a lot to do with predictability, interpretation, the learnings and experiences of children. She wrote several articles with peer review and presented papers at national and international congresses.
Recent publications include:
Bonixe, Luís & Pacheco, Sónia (2017) Aprender com o som – experiências de rádio no ensino pré-escolar. Livro de Atas do 4º Congresso Literacia, Media e Cidadania (aguarda publicação).
Pacheco, Sónia (2016) Educação de Infância e TIC: uma análise ao envolvimento das crianças e às práticas pedagógicas em sala de atividades. Livro de Atas do XXIII Colóquio da AFIRSE Portugal – As Pedagogias na sociedade contemporânea – desafios às escolas e aos educadores. Instituto da Educação da Universidade de Lisboa.
Pacheco, Sónia (2015) Aprender em colaboração com o uso das TIC na educação pré-escolar. Livro de Atas da Conferência Internacional de Investigação, Práticas e Contextos em Educação, IPCE/ Escola Superior de Educação de Leiria.
Pacheco, Sónia (2015) Hábitos leitores e digitais dos educadores de infância: impacto no uso do computador pelas crianças do pré-escolar. Livro de Atas do 3º Congresso Literacia, Media e Cidadania, Lisboa.
Pacheco, Sónia (2015) New Literacies, new narratives: impact on a Portuguese Kindergarten. The Working Papers in Literacy, Culture and Language Education (WPLCLE) da School of Education da Indiana University Bloomington. Bonixe, Luís & Pacheco, Sónia (2014) A Criança e o Texto Digital – uma análise ao uso das tecnologias por crianças em idade pré-escolar. Livro de Atas do 2º Congresso “Literacia, Media e Cidadania”.
Pacheco, Sónia (2014) Predictibilidade aplicada a pré-leitores: a predição e a interpretação do texto multimédia no ensino pré-escolar. Livro de Atas da III conferência Internacional – Investigação, Práticas e Contextos em Educação , IPCE/ Escola Superior de Educação de Leiria.
Pacheco, Sónia (2012) Textuality and ICT in pre-school: the interpretation of the text and digital narratives. 1ª Edição do Congresso Doutoral “Nova Graduate Conference in Social Sciences and Humanities”.
Pacheco, Sónia (2010) Processos de Negociação na Construção da Leitura e da Escrita: o Contributo da Textualidade. III Jornadas Iberoamericanas sobre Prácticas de Lectura y Escritura, e no II Foro Iberoamericano sobre Literacidad y Aprendizaje “Escribir y leer hoy en la escuela, la biblioteca y otros contextos sociales: prácticas e investigaciones”. Asociación Española de Lectura e Escritura, International Reading Association, Universidad Complutense de Madrid, Télemaco, Littera- Associação Portuguesa para a Literacia, CEALE, ADEPS, Grupo de investigação- Fraso Escolar e Competencias Comunicativas ered Ciudades y Pueblos Lectores y Escritores.Sónia Pacheco Sónia Pacheco
Teresa Botelho FCSH/CETAPS
Mapping Dreams : British and North American Utopianism
Teresa Botelho is Associate Professor at The Faculty of Social and Human Sciences, Nova University of Lisbon, where she teaches American Studies. She has published extensively on African American, and Asian American Culture and Literature, Drama and Theatre, visual Culture, American Politics, Utopian Studies and Science Fiction. She co-teaches the doctoral seminar on utopian studies Projections of the Future: Themes and Critical Articulations of the Utopian and Dystopian Imaginary (CETAPS), and offers two courses on related subjects at the FCSH Summer School;The Parabolas of Science Fiction: Hopes and Anxieties of the Technological Modernity, and (Im)possible Futures: Utopias, Dystopias and Science Fiction (with Iolanda Ramos). She co-organized the workshop The Perception of Differences in Peace and Conflict at 60th Conference of the European Association of American Studies, The Hague, 2014, the International Symposium: Performing Identity and Utopias of Belonging in British and American Contexts(FCSH, 2010) and was a member of the Organizing Committee of the Conference Dark Futures in Projection: On the 60th Anniversary of the Publication of Ray Bradbury’s Fahrenheit 451 ( FLUP 2013). She is a member of the editorial Boards of Op.Cit. and Spaces of Utopia. Her current interests include technological utopias/dystopias and the post-human, post-black literature, identity theory in its intersection with utopia, visual culture and cinema and the collaboration between sciences and literature, especially drama.
Her most recent publications include:
Botelho, Teresa (2018) “Under His Skin: Reconstructing the Adolescent Longings of a Would-Be Terrorist.” European Perspectives on John Updike. Eds. Laurence W. Mazzeno, Sue Norton. Rochester, NY: Camden House pp. 13-27 ISBN.13:978-157113-972-6
Botelho, Teresa (2017) “Worlding America?: Homelands and Geopolitical Cartographies in post 9/11 Fiction.” Revista Anglo Sáxonica, Ser. III, vol. 14, 2017, pp. 85-100. ISSN 0873-0628
Botelho, Teresa (2017) “Locating a Post-Black Aesthetics in the Cinema of Spike Lee” in Cinematic Narratives: Transatlantic Perspectives. Eds. Morris Beja, Ellen Carol Jones, Cecilia Beecher Martins, José Duarte & Suzanna Ramos, ISBN: 978-989-755-309-7, Lisbon: Humus, pp.145-158 (2017)
Botelho, Teresa (2017)” The Idea is the Thing: Science Plays since Copenhagen.” Exchanges between Literature and Science from the 1800s to the 2000s: Converging Realms. Ed. Márcia Lemos, Miguel Ramalhete Gomes. Newscatle: Cambridge Scholars Publishing pp. 116-134
Botelho, Teresa, (2017) “I am also a Person”: Consciousness, Personhooh and Andoid Identity in Post-Singularity Science Fiction.” Messenger from the Stars: On Science Fiction and Fantasy Vol, 2 2017 pp. 61-78
Botelho, Teresa (2017) “’Eating the Stones of the Earth’: Romancing the Scientific Production of Food in Technological Utopias.” Cadernos de Literatura Comparada N.º 36 : 6 2017: 23-42
Botelho, Teresa (2016) “In the Cyborg City: Utopias of Connectivity, Fictions of Erasure.” Utopia(s) – Worlds and Frontiers of the Imaginary. Ed. Maria do Rosário Monteiro e Mário Ming Kong. Leiden: CRC Press/Balkema, pp-387-391
Botelho, Teresa (2016) “Televised Anxiety: Narratives of Terror and Insecurity from 24 to Homeland.” There is More to Fear that Fear Itself: Fears and Anxieties in the 21st Century. Ed. Izabella Dixon, Selina E.M. Doran and Bethan Michael. Oxford: Interdisciplinary Press, pp. 139-152
Botelho, Teresa (2016) “A Implosão Anunciada do Partido Republicano: Populismo Americano em Tempo de Incerteza”Relações Internacionais 51, Setembro pp. 43-51
Botelho, Teresa / Maria Teresa Castilho (2015) “Utopía y poder en Estados Unidos: Una unión más perfecta: utopías de pluralidad en los Estados Unidos.” Utopía y poder en Europa y América. Ed. Moisés González García and Rafael Herrera Guillén. Madrid: Tecnos Editorial pp. 251-268
Botelho, Teresa (2014) “’If We Must Die”: Writing the African American Double Battle in WWI.” Cadernos de Literatura Comparada N.º 31 – 12/ 2014 | 249-267 – ISSN 1645-1112
Botelho, Teresa, (2014) “Reimagining the Body in Post-Singularity Techno-Utopias” Spaces of Utopia: An Electronic Journal, 2nd series, no. 3, pp. 70-83 ISSN 1646-4728
Botelho, Teresa / Iolanda Ramos (2013) Performing Identities and Utopias of Belonging. Newcastle: Cambridge Scholars Publishing. ISBN (10) 1-4438-5148-5
Botelho, Teresa (2013) “Dystopias of Belonging: Defamiliarizing Sameness in Danzy Senna’s Symptomatic.”Performing Identities and Utopias of Belonging. Ed. Teresa Botelho/ Iolanda Ramos. Newcastle: Cambridge Scholars Publishing pp.52-68
Botelho, Teresa (2013) “Finding an Aesthetic of her Own: Partnering Identities in the Work of Faith Ringgold” Women and the Arts: Dialogues in Female Creativity. Ed. Diana V. Almeida. Bern: Peter Lang pp.109-124 ISBN 978-0343-1072-7
Botelho, Teresa, (2013) “Becoming Tony Alfama: The American Education of a Portuguese Kid in Charles Reis Felix’Tony: A New England Boyhood.” Gávea-Brown: A Bilingual Journal of Portuguese-American Studies Vol. XXXIV-XXXV pp. 131-146 ISBN 02767910
Botelho, Teresa (2013) “Encruzilhadas Americanas: Politica Externa em Tempo de Fadiga Intervencionista” ” Relações Internacionais 39 Setembro pp. 91-100 ISBN 1645.9199Teresa Botelho Teresa Botelho