TEALS – Teacher Education and Applied Language Studies

DESCRIPTION

  • This research area works within teacher education (covering primary/basic, secondary and tertiary education in Portugal) and provides “add-on value” to CETAPS in terms of research in the field of social sciences and humanities.
  • Traditionally, research in this field is connected to a specific department or faculty, whether based in modern languages or education sciences. CETAPS/TEALS develops important activities in the specific area of teacher education since many teachers in both faculties (FCSH and FLUP) have been working within the pre-service and in-service teacher programmes offered to graduates of “first cycle” courses.
  • MA courses associated to this research area – MA in English language education (for primary and secondary levels and for both pre-service and in-service teachers – imply there is a commitment to original research and production of data-driven knowledge. This applies to the teaching staff as well as the student/in-service teachers as researchers, the latter more specifically through classroom-based action research as part of their assessed work.
  • PhD courses associated with this research area are:
    • a) Languages Teaching – Multilingualism and Education for a Global Citizenship, a 3rd-cycle course offered jointly by NOVA FCSH and Open University (Universidade Aberta) in the mode of blended learning [link]. Currently, it has 34 students enrolled since 2015 and the first theses expected to be concluded in 2018. The main research topics involve predominantly English and Portuguese as Foreign Languages. All students who have completed the taught course are officially enrolled at CETAPS and involved in Teacher Education and Applied Language Studies.
    • b) the Doctorate Programme in Education offered in a partnership between Universidade Nova de Lisboa – through the Faculty of Social Sciences and Humanities (FCSH) and the Faculty of Science and Technology (FCT) – and ISPA (Instituto Universitário de Ciências Psicológicas, Sociais e da Vida) [link]. CETAPS/TEALS has been teaching and supervising PhD students who work in theses related to languages teaching and teacher training, in particular teaching English as Foreign Language.
  • This research area has been enlarged over the years with many PhD scholars and students from very different national institutions (both from Polytechnics and Universities), which constitutes an additional value to the diversity of our studies on TEFL mainly.

STRUCTURE OF THE RESEARCH AREA

  • TEALS members combine research with lecturing (at either University or Polytechnic levels). Researchers share an academic background in linguistic, literary or cultural studies. Within this shared general background, their diverse doctoral specialization topics allow for complementarity and multi perspectivism.
  • TEALS has expanded its scientific activity to a significant degree. This can be seen in its increased number of researchers, in their academic progression, in the broadening of international cooperation networks, in activities carried out in cooperation with the larger community and in the vitality of its main instruments for scientific dissemination.
  • We have reorganized our activities in four different research strands:
  1. Research Strand D: Intercultural Studies in Second Language Education (convener: Ana Matos)
  2. Research Strand E: CLIL (convener: Maria Ellison)
  3. Research Strand F: Languages, curriculum and teacher education (convener: Carlos Ceia)
  4. Research Strand G: Translationality (convener: Karen Bennett)

AIMS OF THE RESEARCH AREA

  1. To promote quality research activities in curriculum studies and teacher education related to language learning in Portugal;
  2. To engage with student/in-service teachers in academically informed and focused classroom based action research projects, to the benefit of the student/in-service teachers, the faculty staff and the host schools;
  3. To organize regular conferences in Lisbon and Porto with specially invited overseas speakers;
  4. To encourage the production of articles for publication based on student teachers’ final reports and in-service teachers’ Final Project Work (Trabalho de Projecto), according to norms defined within CETAPS;
  5. To publicize the activities and research findings of the research area through regular attendance at local and international conferences;
  6. To develop current and future international links with like-minded faculty members throughout Europe, making use of existing staff contacts;
  7. To support teachers and translators in practice to adapt to the changing needs of their profession;
  8. To create new internationally linked research projects with a strong impact on language education and translation;
  9. To offer systematic training to young researchers to help them acquire the skills necessary to present and publish scientific research;
  10. To explore new areas for interdisciplinary research considering the potential of intercultural multilingual and translation studies;
  11. To develop international research projects on CLIL (English and other foreign languages) within the network www.clil4children.eu, and applied to vocational learning and other specific academic fields;
  12. To continue developing the project Pan European Task-based Activities for Language Learning

RESEARCH TOPICS

  • Action research in teacher education (particularly that initiated by student/in-service teachers)
  • Assessment and evaluation – learners and learning
  • Cooperative development in teacher education as a framework for supporting student/in-service teachers
  • Developing CLIL in primary English language teaching
  • Development of writing skills
  • E-learning and Teacher Education
  • E-learning at tertiary level
  • English pronunciation
  • Initial and further teacher development for primary English language teachers
  • Intercultural education and (intercultural) citizenship education
  • Models for Teacher Education at Master’s level
  • Reflective practice in Teacher Education
  • Supervision of student-teachers (role of the supervisor; peer feedback on observed lessons)
  • Teacher assessment and evaluation
  • Teaching English to young learners
  • Teaching translation and developing competencies for translators (including assessment of translator competencies)
  • Transition from 1º to 2º ciclo (attitudes, content, evaluation)
  • Translation, Interpreting and Paratranslational Language Studies
  • Using debating to promote speaking

JOURNALS

 

 

 

 

e-TEALS : an e-journal of Teacher Education and Applied Language Studies

This e-journal is sponsored by CETAPS (The Centre for English, Translation and Anglo-Portuguese Studies) with a view to providing a forum for the publication of papers which reflect the wide range of scientific perspectives included within the study of English. Articles of a diverse nature, especially those associated with the research sub-unit denominated TEALS (the Teaching of English and Applied Language Studies), will be the mainstay of the journal.


 

http://clelejournal.org/

Children’s Literature in English Language Education (CLELEjournal), edited by Janice Bland, Christiane Lütge and Sandie Mourão

PROJECTS

Pan European Task-based Activities for Language Learning

Coordinator: Dr António Lopes (Algarve University)

 

C4C – CLIL for Children

Um projeto da UE para professores do 1º ciclo financiado pelo programa Erasmus+

Coordinator: Dr Margarida Morgado (Instituto Politécnico de Castelo Branco – Escola Superior de Educação)

Comissão Consultiva: Carlos Ceia (…)

Site oficial: http://www.clil4children.eu

OBJETIVOS

C4C levará a cabo as seguintes atividades de investigação:

  • um estudo sobre o estado da arte sobre CLIL no primeiro ciclo, boas práticas e dificuldades sentidas pelos professores;
  • uma revisão de Open and Educational Resources (OERs)/ Recursos Educativos de Acesso Livre para CLIL, na web, que possam ser usados no 1º ciclo.

Com base nos resultados do estudo e da revisão de OERs, o projeto desenvolverá os seguintes produtos:

Linhas de orientação sobre o desenvolvimento e uso de CLIL no 1º ciclo

  • um conjunto de recursos e materiais CLIL materiais e planos de aula para ensinar Estudo do Meio e Matemática em inglês no 1º ciclo
  • um Guia sobre estes tópicos
  • um E-curso (curso em linha) para professores sobre como utilizar a metodologia CLIL no 1º ciclo.

Os números previstos pelo projeto são de informação de cerca de 59.000 participantes dos grupos alvo sobre o projeto C4C e de envolvimento de cerca de 700 professores e 2.000 alunos, a diversos níveis.

RESIDENT & POST-DOCTORAL RESEARCHERS

Resident junior researcher:

Dr Sandie Mourão

From 2018, Dr Sandie Mourão will be working as a junior researcher at CETAPS / TEALS area, after winning a CEEC Individual contract (FCT).

An investigation into developing the intercultural domain in primary English education in Portugal: Children’s literature to support intercultural citizenship education

She’ll be doing a baseline study and then developing, piloting, implementing and evaluating an intervention project for teacher education, which will run through CETAPS. She’ll also be creating teacher resources to go online and a data base of picturebooks, rhymes and folk tales for intercultural understanding and citizenship education.

Post-doctoral Reseachers:

Supervisor: Carlos Ceia

  1. Alexei José Esteves Xavier: “Management education to study in Brazil, Portugal and England, with a variant of the English language” (CETAPS/FCSH, 2016).
  2. Nicolás Montalbán.( PhD in English Philology , Universidade de Múrcia, Espanha): “Developing materials for English for Specific and Professional Purposes”, estágio formativo em Lisboa (FCSH), 2-16 Julho de 2017.
  3. Hélder Fanha Martins, “Massively Multiplayer Online Role-Playing Games and Incidental Lexical Learning in English for Specific Purposes”, projecto de pós-doutoramento inserido no grupo de investigação TEALS – Teacher Education and Applied Language Studies, Outubro de 2017-Outubro de 2019.

Supervisors: Carlos Ceia & António Lopes

4. Ana Catarina Leiria de Mendonça Coutinho de Castro: Referência da bolsa: SFRH/BPD/117672/2016; Ciências da Educação; co-orientada pelo Doutor António Lopes (Universidade do Algarve); título:Novas abordagens para a aprendizagem de línguas: o papel da formação na recetividade de futuros professores de inglês à inovação pedagógica” (Setembro de 2017-Setembro de 2020)

PhD-STUDENTS/PROJECTS

SUPERVISOR: PROFESSOR CARLOS CEIA

Concluded PhDs

  1. Mioara Caragea, “A leitura da história nos romances de José Saramago”, (Universidade de Bucareste-Roménia), defendida em Bucareste em 2003.
  2. Fernanda Oliveira, “O Ensino da Literatura em Portugal”, em colaboração com a Universidade de Lille 3, e co-orientação com o Professor Yves Reuter (França), concluída em 2004.
  3. Ana Matos, “Literary texts: a passage to intercultural learning in FL education”, em co-orientação com o Prof. Doutor Michael Byram, University of Durham, Inglaterra. Defendida na FCSH/UNL, em Dezembro de 2007.
  4. Ricardo Marques, “A intertextualidade na poesia de Nuno Júdice”, na área científica dos Estudos Portugueses, Defendida na FCSH/UNL, em Junho de 2010.
  5. Rita Baleiro: “A Literacia de Leitura do Texto Literário na Universidade – A Formação do Leitor e a Produção Escrita dos alunos da Licenciatura em Línguas e Literaturas Modernas, variante Estudos Portugueses e Ingleses da Universidade do Algarve”, na área científica dos Estudos Anglo-Portugueses Defendida na FCSH/UNL, Julho 2011.
  6. Sónia Pacheco: “A Textualidade e as TIC no Ensino Pré-Escolar: a interpretação de texto e as narrativas digitais”, Doutoramento em Ciências da Educação, Dezembro 2013.
  7. Deolinda Simões Marques: “Teaching of English as a Second Language for Specific Purposes to Engineering Students in Portugal – The Fine Points in Teaching English for Specific Purposes to Engineering Students in Portugal”, na área de Línguas, Literaturas e Culturas, especialidade em Didáctica de Línguas Estrangeiras. (15 Maio 2014).
  8. Catarina Castro (co-orientação com Paulo Osório): “Manuais para o ensino do Português como Língua Estrangeira: Uma proposta de aprendizagem baseada em tarefas”, Doutoramento em Línguas, Literaturas e Culturas, especialidade em Didáctica de Línguas Estrangeiras, Julho de 2015.
  9. Ana Maria dos Santos Martins, “A Literacia da Informação no Ensino Básico (1ª Ciclo): Modelos e Práticas Actuais”, Doutoramento em Ciências da Educação, Outubro de 2015.
  10. Carolyn E. Leslie: “Peer to Peer Interactions and Learning Behavious in Cohesive and Less Cohesive Groups in the L2 Classroom”, Doutoramento na área da Línguas, Literaturas e Culturas, especialidade em Didáctica de Línguas Estrangeiras, Março 2016.

Current PhDs students/projects:

  1. Abdel Larbi: “As Metamorfoses do pensamento existencialista na literatura contemporânea: o impacto do existencialismo literário francês em Vergilio Ferreira (Portugal), Mahmoud Messadi (Tunisia), Ali Bader (Iraque) e João Melo (Angola)”, na área de Doutoramento em Línguas, Literaturas e Culturas (2010).
  2. Isabel Gandum: “A transposição didática das ações do PNEP no 1º CEB”, Doutoramento em Ciências da Educação (2010-).
  3. Ana Sofia Antunes de Carvalho: “O Inglês de Negócios aplicado à contabilidade: de global a BELF”, Doutoramento em Línguas, Literaturas e Culturas, especialidade de Didáctica das Línguas Estrangeiras, Novembro de 2013.
  4. Cristina de Jesus Espiguinha Dias (co-orientação com António Cândido Franco): «A Alma Universal sob a Libertação da Escrita. Demonstração Teórico-prática da Unidade de Sentido da Obra Literária Édita e Inédita de Natália Correia”, doutoramento em Literatura, Universidade de Évora, 2013-
  5. Sandra Maria Freitas Cardoso Amaral: “Inglês para fins militares: desenvolvendo as competências linguísticas necessárias para o sucesso das missões”, Doutoramento em Ciências da Educação, 2014.
  6. Rúben Tiago Medronho Constantino Correia, “Can We Speak? – Approaching Oral Proficiency in the EFL classroom”, Doutoramento na área da Línguas, Literaturas e Culturas, especialidade em Didáctica de Línguas Estrangeiras.
  7. Ivone Soares Leandro de Carvalho, “Integração de tecnologias móveis no ensino de língua inglesa segundo modelo flipped learning”, Doutoramento em Ciências da Educação, FCSH/UNL.
  8. Nivalda Mércia de Oliveira, “O Currículo e as Redes Sociais Online: Velhos Currículos e Novas Tecnologias dando suporte ao Ensino-aprendizagem em sala de aula”, Doutoramento em Ciências da Educação, FCSH/UNL.
  9. Miguel Gullander: “Portuguese literature – Travel writing by Carl Israel Ruders – Travels in Portugal”, Department of Linguistics and Modern Languages, University of South Africa, 2015-.
  10. Licínio Luís Narciso de Moreira, “A Didáctica da Ortografia no 1º Ciclo do Ensino Secundário em Angola”, Doutoramento em Línguas, Literaturas e Culturas, especialidade de Didáctica das Línguas Estrangeiras, 2015.
  11. Pedro Santa Maria de Abreu, “A Representação Grotesca do Poder em As Naus, de António Lobo Antunes, a partir do romance esperpéntico Tirano Banderas, de Valle-Inclán”, Doutoramento em Línguas, Literaturas e Culturas, especialidade de Estudos Literários Comparados, FCSH, Junho/Julho de 2016.
  12. Rima Jay Prakash: “Bridging Ideas of Best Practice in Gifted Education and Language Learning in English as a Foreign Language in Portugal”, Doutoramento em Ciências da Educação, ….
  13. Rodrigo Nunes Ramos: “Experimentalismo e Metabiografias: Histórias da História na Ficção de Peter Ackroyd, David Lodge e Mário Cláudio”, na especialidade de Estudos Literários Comparados, do Doutoramento em Literaturas e Culturas Modernas, FCSH.
  14. Maria do Rosário Andorinha Silva, Doutoramento em Didáctica das Línguas, FCSH/Universidade Aberta.
  15. Ana Lígia do Rosário Rego: “A Importância dos Materiais Interactivos no Ensino do Português Língua Não-Materna”, no âmbito do doutoramento em Didáctica das Línguas – Multilinguismo e Educação para a Cidadania Global, na especialidade de Ensino de Português Língua Estrangeira (LE/L2), FCSH/FCT/ISPA
  16. Jozanes Assunção Nunes, com o título: “Cursos De Letras no Centro da Arena Discursiva da Reforma Curricular: Entre as Determinações Legais e a Posição Responsiva dos Reestruturadores”. O projecto é orientado originalmente pela Professora Doutora Beth Brait e está inscrito no programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem (LAEL da Pontifícia Universidade Católica de São Paulo/PUCSP).

 

SUPERVISOR:

BOOKS PUBLISHED

Carlos Ceia: Que Alguém Somos? – O Ensino de Línguas Estrangeiras em Portugal, 2017. E-book, Escryptos, ISBN: 9789899534728; edição ne varietur: Obras Completas de Carlos Ceia, vol. 14, CreateSpace Independent Publishing Platform, ISBN-13: 978-1981787425; ISBN-10: 1981787429, 2017
Carlos Ceia: The Profession of Teaching Literature: A Portuguese Professor Reflects on the Pedagogical Goals, A Profissão de Professor de Literatura, The Edwin Mellen Press, Lewiston, Queenston e Lampeter, 2013; A Profissão de Professor de Literatura, edição ne varietur: Obras Completas de Carlos Ceia, vol. 13, CreateSpace Independent Publishing Platform, ISBN-13: 978-1981300648; ISBN-10: 1981300643,
  Carmen Muñoz, Luísa Araújo e Carlos Ceia, Aprender uma Segunda Língua, Fundação Francisco Manuel dos Santos, Porto Editora, Porto, 2011.
  Ana Gonçalves Matos: Literary Texts and Intercultural Learning – Exploring New Directions, Series: Intercultural Studies and Foreign Language Learning – Volume 9, Peter Lang: Oxford, Bern, Berlin, Bruxelles, Frankfurt am Main, New York, Wien, 2012. ISBN 978-3-0343-0720-8 pb.ISBN 978-3-0353-0249-3 (eBook)
  Carlos Ceia: O Professor na Caverna de Platão: As Recentes Políticas para a Formação de Professores em Portugal e o Futuro da Profissão, Caleidoscópio, Casal de Cambra, 2010; edição ne varietur: Obras Completas de Carlos Ceia, vol. 12, CreateSpace Independent Publishing Platform, ISBN-13: 978-1981616596; ISBN-10: 1981616594, 2017.
  The Internet (Resource Books for Teachers), by Scott Windeatt , David Hardisty, David Eastment, Oxford University Press (ebook) 2014

INTERNATIONAL CONFERENCES

TEFL – 7th International Conference on Teaching English as a Foreign Language (FCSH, Lisbon, 2018)

Intercultural language education for increased European identity and cohesion

Keynote speakers:

  • Michael Byram
  • Adelheid Hu

TEFL – 6th International Conference on Teaching English as a Foreign Language (FCSH, Lisbon, 2016)

“Communication, culture and creativity in the ELT classroom”, 18-19 November 2016

Keynote speakers:

  • Jenefer Philp
  • Janice Blan
  • Libor Stepanek

TEFL – 5th International Conference on Teaching English as a Foreign Language (FCSH, Lisbon, 2014)

Keynote speakers:

  • David Little
  • Joan Turner
  • Neus Figueras Casanovas

TEFL – 4th International Conference on Teaching English as a Foreign Language (FCSH, Lisbon, 2012)

Keynote speakers:

  • Michael Byram
  • Robert Lew
  • Brian Tomlinson
  • Hitomi Masuhara
  • María Luisa Pérez Cañado

TEFL – 3rd International Conference on Teaching English as a Foreign Language (FCSH, Lisbon, 2010)

Keynote speakers:

  • Dick Allwright
  • Karen Risager
  • Patrick Hanks
  • Judith Hanks

 TEFL – 2nd International Conference on Teaching English as a Foreign Language (FCSH, Lisbon, 2009)

Keynote speakers:

  • Do Coyle
  • Alison Phipps
  • Mary Spratt

TEFL – 1st International Conference on Teaching English as a Foreign Language (FCSH, Lisbon, 2008)

Keynote speaker:

  • Martin Dewey

networking 1: Primary English Education in Portugal (PEEP)

The PEEP Network

Primary English Education in Portugal (PEEP) is an inter-institutional network which has been set up to promote the engagement in and dissemination of investigation in the field of primary English education in Portugal

Initiated by Sandie Mourão (CETAPS), this involves representatives from all Higher Education Institutions in Portugal where master degrees in Teaching English in Primary Education are taught.

ACTIVITIES: Events

  • PEEP17 – Instituto Politécnico de Porto, 22 September 2017 (Co-organised with CETAPS): A one-day event for the dissemination of teacher-research in primary English education in Portugal
  • PEEP Inter-institutional meeting, Instituto Politécnico de Guarda, 8 February 2018: A one-day event focusing on ‘The teaching practicum – problems and solutions’
  • PEEP18 Instituto de Educação / Universidade de Lisboa, 13 October 2018 (co-organised with Universidade de Aveiro): ): A one-day event for the dissemination of teacher-research in primary English education in Portugal
  • PEEP Inter-institutional meeting, Universidade Nova Lisboa. TBC

ACTIVITIES: Research

Assessment in primary English education in Portugal: Attitudes, approaches and constraints

(October 2017 – June 2019)

An inter-institutional research project, coordinated by Sandie Mourão (CETAPS) with Carolyn Leslie (CETAPS), Maria Alfredo Moreira (CIEd) and Estela Monterio (CIEd).

Objectives:

  • To characterise institutional and practitioner attitudes towards assessment in primary English education
  • To chart approaches and practices related to assessment in primary English education
  • To identify constraints in adhering to national standards and a transformative vision of language education.

TEYL in the practicum: mapping supervisory and teaching approaches (MAp)

January 2018 – December 2020

An inter-institutional research project coordinated by Flávia Vieira (CIEd) and Sandie Mourão (CETAPS) together with researchers from all Higher Education Institutions in Portugal.

Objectives:

  • To produce and disseminate knowledge on supervisory and teaching approaches developed in TEYL master programmes in Portugal, so as to understand similarities and differences among practicum models, as well as their impact on learner and teacher development
  • To improve supervisory and teaching approaches based on research results
  • To consolidate the PEEP network through joint collaboration in research development and dissemination focused on members’ concerns and agendas for action

networking 2: ITELab (Initial Teachers Education Lab)

http://www.eun.org/corporate-theme/images/custom/logo_header.png

CETAPS/FCSH is now an Associate Partner of ITELab (Initial Teacher Education Lab), co-ordinated by European Schoolnet, a Knowledge Alliance project between higher education institutions and industry to foster innovation and knowledge exchange in ITE. It is co-funded under the Erasmus+ Programme till 2019. Knowledge and best practices will be exchanged and participation in the trials of the ITELab modules and student teacher MOOC will take place in 2018 and 2019.

In 2018, the beta test of the student teacher MOOC is open to student teachers of the associate partner universities.

networking 3: All=In Network’ – Citizenship Learning for Inclusion and Diversity

http://www.bpb.de/cache/images/5/241175-dg-original.jpg?B602A

Self-Evaluation / Quality Assurance Tool Kit is a project to start in 2018 by the recently created ALL=IN Network (connected with NECE: Networking European Citizenship Education). It aims at developing online self-evaluation resources to guide citizenship educators through a supportive, step-by-step process to evaluate their own programmes. It will be structured to help practitioners reflect on complex issues relating to migration, identity politics, discrimination, inequality, diversity and cohesion. Content and web-based architecture will need to be developed in parallel and a period of piloting and ‘beta-testing’.