BEGIN:VCALENDAR
VERSION:2.0
X-WR-CALNAME:EventsCalendar
PRODID:-//hacksw/handcal//NONSGML v1.0//EN
CALSCALE:GREGORIAN
BEGIN:VTIMEZONE
TZID:America/New_York
LAST-MODIFIED:20240422T053451Z
TZURL:https://www.tzurl.org/zoneinfo-outlook/America/New_York
X-LIC-LOCATION:America/New_York
BEGIN:DAYLIGHT
TZNAME:EDT
TZOFFSETFROM:-0500
TZOFFSETTO:-0400
DTSTART:19700308T020000
RRULE:FREQ=YEARLY;BYMONTH=3;BYDAY=2SU
END:DAYLIGHT
BEGIN:STANDARD
TZNAME:EST
TZOFFSETFROM:-0400
TZOFFSETTO:-0500
DTSTART:19701101T020000
RRULE:FREQ=YEARLY;BYMONTH=11;BYDAY=1SU
END:STANDARD
END:VTIMEZONE
BEGIN:VEVENT
CATEGORIES:College of Arts and Sciences,Thesis/Dissertations
DESCRIPTION:Advisor: Gláucia Silva Committee Members: Antonio Ladeira, Vik
 tor Mendes Abstract: Diasporic movements create complex tensions between c
 ultural memory and assimilation, compelling immigrant families to make cru
 cial decisions regarding heritage language (HL) maintenance. This disserta
 tion presents a comparative case study examining how majority contact lang
 uage environments shape Portuguese as a Heritage Language (PHL) retention,
  language policies, and bilingual identity across two transnational sites:
  Southeastern Massachusetts (an English-dominant context) and Central Ital
 y (an Italian-dominant context). Grounded in sociolinguistic and heritage 
 language acquisition frameworks, the study examines child heritage speaker
  populations through the perspectives of two pillars of heritage language 
 acquisition: parents/guardians and language instructors. Using qualitative
  questionnaires and semi-structured interviews analyzed sequentially throu
 gh thematic coding, the research examines how dominant languages influence
  HL maintenance decisions, what formal and informal strategies are used at
  home and in classrooms, and what learning needs participants identify. Ra
 ther than remaining purely theoretical, the empirical findings will direct
 ly inform the final chapter: an open-access, evidence-based teaching unit 
 tailored to the linguistic and affective realities of heritage learners. I
 ncorporating established guidelines from the Brazilian Ministry of Foreign
  Affairs (2020) and Portugal’s Quadro de Referência para o Ensino de Po
 rtuguês no Estrangeiro (QuaREPE, 2012), this deliverable addresses a crit
 ical gap in the field, the absence of major open-access PHL textbooks, and
  serves as the cornerstone for a long-term research agenda focused on deve
 loping accessible, culturally sustaining heritage language curricula.\nEve
 nt page: https://www.umassd.edu/events/cms/11-16-26-dissertation-defense-b
 y-isadora-teles-de-oliveira-gouveia.php\nEvent link: https://umassd.zoom.u
 s/j/93180403696?pwd=OUFtbzU4aHkyditab21xMEtUclcrQT09
X-ALT-DESC;FMTTYPE=text/html:<html><body><p>Advisor: Gláucia Silva</p>\n<p
 >Committee Members: Antonio Ladeira\, Viktor Mendes</p>\n<p>Abstract: Dias
 poric movements create complex tensions between cultural memory and assimi
 lation\, compelling immigrant families to make crucial decisions regarding
  heritage language (HL) maintenance. This dissertation presents a comparat
 ive case study examining how majority contact language environments shape 
 Portuguese as a Heritage Language (PHL) retention\, language policies\, an
 d bilingual identity across two transnational sites: Southeastern Massachu
 setts (an English-dominant context) and Central Italy (an Italian-dominant
  context). Grounded in sociolinguistic and heritage language acquisition f
 rameworks\, the study examines child heritage speaker populations through 
 the perspectives of two pillars of heritage language acquisition: parents/
 guardians and language instructors. Using qualitative questionnaires and s
 emi-structured interviews analyzed sequentially through thematic coding\, 
 the research examines how dominant languages influence HL maintenance deci
 sions\, what formal and informal strategies are used at home and in classr
 ooms\, and what learning needs participants identify. Rather than remainin
 g purely theoretical\, the empirical findings will directly inform the fin
 al chapter: an open-access\, evidence-based teaching unit tailored to the 
 linguistic and affective realities of heritage learners. Incorporating est
 ablished guidelines from the Brazilian Ministry of Foreign Affairs (2020) 
 and Portugal’s Quadro de Referência para o Ensino de Português no Estr
 angeiro (QuaREPE\, 2012)\, this deliverable addresses a critical gap in th
 e field\, the absence of major open-access PHL textbooks\, and serves as t
 he cornerstone for a long-term research agenda focused on developing acces
 sible\, culturally sustaining heritage language curricula.</p><p>Event pag
 e: <a href="https://www.umassd.edu/events/cms/11-16-26-dissertation-defens
 e-by-isadora-teles-de-oliveira-gouveia.php">https://www.umassd.edu/events/
 cms/11-16-26-dissertation-defense-by-isadora-teles-de-oliveira-gouveia.php
 </a><br>Event link: <a href="https://umassd.zoom.us/j/93180403696?pwd=OUFt
 bzU4aHkyditab21xMEtUclcrQT09">https://umassd.zoom.us/j/93180403696?pwd=OUF
 tbzU4aHkyditab21xMEtUclcrQT09</a></p></body></html>
DTSTAMP:20261028T160309
DTSTART;TZID=America/New_York:20261116T100000
DTEND;TZID=America/New_York:20261116T120000
LOCATION:Virtual
SUMMARY;LANGUAGE=en-us:PhD Dissertation Defense by Isadora Teles de Oliveir
 a Gouveia (Luso-Afro-Brazilian Studies & Theory)
UID:edf166da74f6a29d8f1c44b907716f9f@www.umassd.edu
END:VEVENT
END:VCALENDAR