Search engine for discovering works of Art, research articles, and books related to Art and Culture
ShareThis
Javascript must be enabled to continue!

Portugisisk – behov, nasjonal kompetanse, skolen og ei lærebok<i></i>

View through CrossRef
The Portuguese language is one of the most important languages of the world today. It is not only spoken in Portugal, but in Angola, Brazil and other countries on five continents. Consequently, competence in Portuguese is important for Norway, especially for economic reasons, and Portuguese would be a natural option as a foreign language in Norwegian schools. However, its implementation has proven to be difficult. One important obstacle was removed when a group with background from the Portuguese section of the University of Oslo joined forces to prepare the textbook Viva! in 2017. Viva! is based on Læreplan i fremmedspråk – nivå 1 for den videregående skolen (Foreign Language Curriculum – level 1 for the upper secondary school), however it was designed to be used also in lower secondary schools. The book is an introduction to basic Portuguese, but differs from other Norwegian foreign language textbooks in taking the three main variants of Portuguese into special consideration – the ones of Brazil, Africa (represented by Mozambique) and Portugal. In practice, this was obtained by basing the main part of the texts on common words, syntax etc. as much as possible, while setting off all words or constructions that vary. On the publisher's corresponding Internet site, the exercises are read by voices from Brazil, Mozambique, and Portugal. The Norwegian Directorate for Education and Training has approved teaching of Portuguese in the upper secondary schools. In practice, however, Portuguese courses have been adopted by very few schools, mainly due to circumstances related to the University of Oslo, in particular to the Department of Teacher Education and School Research, as Portuguese is not recognised as a relevant competence for authorisation as a secondary education teacher with a master's degree. Incidentally, contrary to the intentions expressed in the Government's report to the Storting (Parliament) of 2016 (Stortingsmelding 25, 2016–2017, Humaniora i Norge).
Title: Portugisisk – behov, nasjonal kompetanse, skolen og ei lærebok<i></i>
Description:
The Portuguese language is one of the most important languages of the world today.
It is not only spoken in Portugal, but in Angola, Brazil and other countries on five continents.
Consequently, competence in Portuguese is important for Norway, especially for economic reasons, and Portuguese would be a natural option as a foreign language in Norwegian schools.
However, its implementation has proven to be difficult.
One important obstacle was removed when a group with background from the Portuguese section of the University of Oslo joined forces to prepare the textbook Viva! in 2017.
Viva! is based on Læreplan i fremmedspråk – nivå 1 for den videregående skolen (Foreign Language Curriculum – level 1 for the upper secondary school), however it was designed to be used also in lower secondary schools.
The book is an introduction to basic Portuguese, but differs from other Norwegian foreign language textbooks in taking the three main variants of Portuguese into special consideration – the ones of Brazil, Africa (represented by Mozambique) and Portugal.
In practice, this was obtained by basing the main part of the texts on common words, syntax etc.
as much as possible, while setting off all words or constructions that vary.
On the publisher's corresponding Internet site, the exercises are read by voices from Brazil, Mozambique, and Portugal.
The Norwegian Directorate for Education and Training has approved teaching of Portuguese in the upper secondary schools.
In practice, however, Portuguese courses have been adopted by very few schools, mainly due to circumstances related to the University of Oslo, in particular to the Department of Teacher Education and School Research, as Portuguese is not recognised as a relevant competence for authorisation as a secondary education teacher with a master's degree.
Incidentally, contrary to the intentions expressed in the Government's report to the Storting (Parliament) of 2016 (Stortingsmelding 25, 2016–2017, Humaniora i Norge).

Related Results

Litterær kompetanse i barnehagelærerutdanningen
Litterær kompetanse i barnehagelærerutdanningen
Denne artikkelen søker å bidra med kunnskap om barnehagelærerstudenters litterære og didaktiske kompetanse, et fagområde det i liten grad er forsket på, selv om studentene som frem...
Emosjonell kompetanse i gruppeveiledning
Emosjonell kompetanse i gruppeveiledning
Emosjonell kompetanse hos gruppeveiledere er viktig for å kunne håndtere egne følelser og samtidig evne å forstå andres følelser på en konstruktiv måte. Hensikten med denne studien...
"De det er jobb med og som ikke har kommet noen vei"
"De det er jobb med og som ikke har kommet noen vei"
Denne artikkelen omhandler fire norsklæreres forestillinger om flerspråklighet i skolen. Lærere har en nøkkelrolle i å implementere språk- og språkopplæringspolitikk. Med ny lærepl...
Idéburen sektorssamverkan med Malmö universitet
Idéburen sektorssamverkan med Malmö universitet
Den här rapporten är en delrapport inom ramen för det Vinnovafinansierade projektet Strategiska partnerskap för effektiv och transparent samverkan (Spets) och belyser Malmö univers...
Asylintervjuet med enslige mindreårige asylsøkere – en utfordrende samtale
Asylintervjuet med enslige mindreårige asylsøkere – en utfordrende samtale
Maria er ei afrikansk jente på 14 som har kommet alene til Norge for å søke asyl. Vi møttes under mitt feltarbeid på et omsorgssenter for enslige mindreårige asylsøkere under 15 år...
Selvforståelse og handleevne hos unge etter en ervervet hjerneskade
Selvforståelse og handleevne hos unge etter en ervervet hjerneskade
Denne artikkelen inngår i et ph.d.-prosjekt som undersøker “Mening og sammenheng i læringsforløpet etter en ervervet hjerneskade”. Den argumenterer for betydningen av både en nev...
I litteraturlaboratoriet. Didaktisk praksis for litterær kompetanse
I litteraturlaboratoriet. Didaktisk praksis for litterær kompetanse
Artikkelen undersøker i hvilken grad og på hvilke måter visse undervisningsaktiviteter legger til rette for utvikling av elevers utvikling av litterær kompetanse i norskfaget på vi...
Språkkompetanse hos voksne innvandrere i helsefagarbeiderutdanningen
Språkkompetanse hos voksne innvandrere i helsefagarbeiderutdanningen
Tidligere forskning har pekt på svake språkferdigheter som ett av flere hindre for sysselsetting av innvandrergrupper. Formell kompetanse i form av utdanning har vist seg å gi mer ...

Back to Top