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faculty
Glaucia Silva, PhD she/ela
Professor
Portuguese
Contact
508-999-8271
508-910-6502
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Liberal Arts 396H
Education
| 1999 | University of Iowa | PhD |
Teaching
Courses
Designed to expand the student's vocabulary considerably, while providing an in-depth review of Portuguese grammar. The goal is for the student to achieve overall language proficiency. The readings will focus on short stories from the diverse Portuguese-speaking world. Compositions on a variety of topics will be assigned weekly. This course is conducted entirely in Portuguese.
Study under the supervision of a faculty member in an area covered in a regular course not currently offered. Conditions and hours to be arranged
A theoretical and practical survey of methods and techniques used to teach foreign languages designed for both preservice and in-service teachers of Portuguese. Development of educational materials for Portuguese and methodological issues applicable to heritage language learners are particularly emphasized. Assignments include presentations of teaching modules, classroom observations, and preparation of professional portfolios. This course is aligned with National Standards for Foreign Language Learning and with the Massachusetts Foreign Languages Curriculum Framework.
Individual research leading to the production of a PhD dissertation pursued under the direction of a faculty advisor.
Individual research leading to the production of a PhD dissertation pursued under the direction of a faculty advisor.
Teaching
Online and Continuing Education Courses
Action research for in-service teachers. Participants will make connections between their theoretical understandings of research and their own emergence as practitioner researchers as producers of knowledge through studying their own practice. They will identify a problem in their practice, develop a research plan, gather and analyze data, reflect on results, and develop implications for future teaching practice and action research
A theoretical and practical survey of methods and techniques used to teach foreign languages designed for both preservice and in-service teachers of Portuguese. Development of educational materials for Portuguese and methodological issues applicable to heritage language learners are particularly emphasized. Assignments include presentations of teaching modules, classroom observations, and preparation of professional portfolios. This course is aligned with National Standards for Foreign Language Learning and with the Massachusetts Foreign Languages Curriculum Framework.
Continuation of POR 301.
Designed to expand the student's vocabulary considerably, while providing an in-depth review of Portuguese grammar. The goal is for the student to achieve overall language proficiency. The readings will focus on short stories from the diverse Portuguese-speaking world. Compositions on a variety of topics will be assigned weekly. This course is conducted entirely in Portuguese.
Register for this course.
Action research for in-service teachers. Participants will make connections between their theoretical understandings of research and their own emergence as practitioner researchers as producers of knowledge through studying their own practice. They will identify a problem in their practice, develop a research plan, gather and analyze data, reflect on results, and develop implications for future teaching practice and action research
Register for this course.
Research
Research interests
- Teaching and learning Portuguese as a heritage language
Gláucia Silva is a Professor in the Department of Portuguese at UMass Dartmouth. She specializes in heritage and foreign language learning, with a focus on Portuguese. Professor Silva has co-authored four Portuguese language textbooks and is the author of Word Order in Brazilian Portuguese (De Gruyter, 2001/2013). She has also published several scholarly articles and book chapters, both in English and in Portuguese. Her graduate advisees have investigated different aspects related to Portuguese language and linguistics, such as the roles of attitude and motivation in learning Portuguese, service encounters in Portuguese in Massachusetts, gay articulations of desire in Rio de Janeiro, the impact of anxiety on learning Portuguese, using songs in the foreign language classroom, task-based language teaching, mother-child interactions in a bilingual family, among others.