Promoting language variation awareness in Portuguese as a first language classrooms
DOI:
https://doi.org/10.26334/2183-9077/rapln12ano2025a5Keywords:
language variation, language attitudes, educational linguistics, Grammar LabAbstract
This article presents the work carried out within the scope of the author’s Supervised Teaching Practice in Portuguese during the 2021/2022 school year. The path was built on the hypothesis that promoting awareness of language variation in Portuguese language classrooms would lead to more positive linguistic attitudes among students. A didactic intervention based on contrastive observation and reflection upon national varieties of portuguese was implemented, using the Grammar Lab model. To assess the effectiveness of the intervention, students' answers to a questionnaire on language variation collected both before and after the intervention were compared. The results of these questionnaires, paired with qualitative data gathered throughout the observation and teaching phases, suggest that teaching language variation contributes to more positive linguistic attitudes on students’ part, and to their motivation towards the subject.
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