"Between language, culture, and identity: Culture as a pedagogical mediator in the teaching of Portuguese as a heritage language"
Online
Glaucia V Silva
5089998271
gsilva@umassd.edu
https://umassd.zoom.us/j/93180403696?pwd=OUFtbzU4aHkyditab21xMEtUclcrQT09
Between language, culture, and identity: Culture as a pedagogical mediator in the teaching of Portuguese as a heritage language
by Marla Santos
Abstract
This doctoral research proposal is about the role of culture in teaching Portuguese as a heritage language (PHL). It looks at how culture can help people learn Portuguese in the United States. The research focuses on Massachusetts, home to one of the largest Portuguese-speaking populations in the United States, to examine how integrating culture into PHL instruction can strengthen both language development and learners' sense of cultural identity. Most of the time teachers focus on the language itself and may not include culture in their lessons, at least in a way that is meaningful to learners. This study proposes to demonstrate how culture can and should be a part of learning Portuguese as a heritage language.
The research is based on ideas about heritage language education, bilingualism and how people create their identities. It conceptualizes culture as something that is always changing and is a part of learning a language. The study looks at things like theatre, music, art, and other cultural manifestations to see how they can help people connect with their heritage and learn Portuguese. This research should help us understand how including culture in lessons can help students learn the language and value their heritage. Portuguese as a heritage language is important because it can help people connect with their communities and feel proud of who they are.
The proposed study will use mixed methods. The researcher will create lessons that include cultural manifestations and evaluate how Portuguese language learners at the university level respond to them. She will also interview teachers who teach heritage learners to find out if and how they incorporate culture in their classes, as well as explore their perceptions about such incorporation. The goal of the study is twofold: (1) to assess how including cultural elements in lessons can help heritage learners feel more confident and understand their own identities, and (2) to determine whether/how Portuguese language teachers incorporate culture in their lessons as well as perceived issues related to teaching culture. It is hoped that this study will contribute to understanding culture as an integral part of learning a language that should not be left out of Portuguese language lessons.
Keywords: Portuguese Heritage Language; heritage language education; culture and intercultural language learning; diaspora and identity
This dissertation proposal defense will be in Portuguese.