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Neither Portugal nor Brazil: An Investigation of the Decolonial Efforts in Instructional Materials Adopted in Early Portuguese Courses at US Universities

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Title: Neither Portugal nor Brazil: An Investigation of the Decolonial Efforts in Instructional Materials Adopted in Early Portuguese Courses at US Universities
Language: English
Authors: Jean Costa-Silva
Source: Hispania. 2024 107(1):67-86.
Availability: American Association of Teachers of Spanish and Portuguese, Inc. 900 Ladd Road, Walled Lake, MI 48390. Tel: 248-960-2180; Fax: 248-960-9570; e-mail: AATSPoffice@aatsp.org; Web site: http://www.aatsp.org
Peer Reviewed: Y
Page Count: 20
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Portuguese, Decolonization, Teaching Methods, Instructional Materials, Modern Language Curriculum, Second Language Instruction, Colonialism, College Second Language Programs, Undergraduate Study
DOI: 10.1353/hpn.2024.a921462
ISSN: 0018-2133
2153-6414
Abstract: This study investigates the efforts towards promoting the decolonial teaching of Portuguese as a foreign language in instructional materials adopted in early Portuguese courses at higher education institutions in the United States. A framework for qualitative analysis of course materials, textbooks, and syllabi was designed based on Zavala's (2016) model for decolonial education and Rodríguez's (2015) studies on "deep" and "surface" culture. Eleven Portuguese undergraduate language programs in the United States submitted materials for consideration. Seven of these programs use the same textbook, which splits its linguistic and cultural instruction between Brazil and Portugal, and often presents limited views of other Portuguese-speaking countries. Two programs replace Portugal for Brazil as the core linguistic and cultural content of their course, which may suggest a shift away from colonialism, but towards economic power. The remaining materials adopted by two programs, however, promote the pluricentricity of Portuguese and delve into issues beyond surface-level celebrations of culture or the dissemination of factual information about minority Portuguese-speaking countries. Their materials expose the power imbalances between all Portuguese-speaking countries and give learners the opportunity to hear from the subalterns. Findings show a shortage of Portuguese-oriented materials as well as resources for decolonial language teaching. To help address this shortage, intervention ideas for educators planning to promote decolonial thinking in the Portuguese classroom are proposed.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1416724
Database: ERIC
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  Data: Neither Portugal nor Brazil: An Investigation of the Decolonial Efforts in Instructional Materials Adopted in Early Portuguese Courses at US Universities
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  Data: American Association of Teachers of Spanish and Portuguese, Inc. 900 Ladd Road, Walled Lake, MI 48390. Tel: 248-960-2180; Fax: 248-960-9570; e-mail: AATSPoffice@aatsp.org; Web site: http://www.aatsp.org
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  Data: This study investigates the efforts towards promoting the decolonial teaching of Portuguese as a foreign language in instructional materials adopted in early Portuguese courses at higher education institutions in the United States. A framework for qualitative analysis of course materials, textbooks, and syllabi was designed based on Zavala's (2016) model for decolonial education and Rodríguez's (2015) studies on "deep" and "surface" culture. Eleven Portuguese undergraduate language programs in the United States submitted materials for consideration. Seven of these programs use the same textbook, which splits its linguistic and cultural instruction between Brazil and Portugal, and often presents limited views of other Portuguese-speaking countries. Two programs replace Portugal for Brazil as the core linguistic and cultural content of their course, which may suggest a shift away from colonialism, but towards economic power. The remaining materials adopted by two programs, however, promote the pluricentricity of Portuguese and delve into issues beyond surface-level celebrations of culture or the dissemination of factual information about minority Portuguese-speaking countries. Their materials expose the power imbalances between all Portuguese-speaking countries and give learners the opportunity to hear from the subalterns. Findings show a shortage of Portuguese-oriented materials as well as resources for decolonial language teaching. To help address this shortage, intervention ideas for educators planning to promote decolonial thinking in the Portuguese classroom are proposed.
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      – SubjectFull: Teaching Methods
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