Discourses in the Institutionalization of Spanish Teaching in Niterói/RJ

Vargas, Diego da Silva; Souza, Alice Moraes Rego de

Diego da Silva Vargas

Universidade Federal do Estado do Rio de Janeiro (UNIRIO), Rio de Janeiro/RJ - Brazil

Diego da Silva Vargas has a Ph.D. in Neo-Latin Languages, a Master’s Degree in Vernacular Languages, and a Language (Portuguese and Spanish) and Education Undergraduate Degree, all from the Federal University of Rio de Janeiro (UFRJ). He is also a Specialist in Psychopedagogy (IAVM-UCAM). At present, he is Adjunct Professor in the Department of Didactics of the Federal University of the State of Rio de Janeiro (UNIRIO). His research explores the fields of Language and Education and, in particular, Applied Linguistics and Linguistic Education. ORCID: https://orcid.org/0000-0001-6292-256X E-mail: dsvargas04@yahoo.com.br

https://orcid.org/0000-0001-6292-256X

Alice Moraes Rego de Souza

Centro Federal de Educação Tecnológica Celso Suckow da Fonseca (CEFET), Rio de Janeiro/RJ - Brazil

Alice Moraes Rego de Souza has a Ph.D. in Language Studies from the Federal Fluminense University (UFF), as well as a Master’s Degree in Linguistics and a Language (Portuguese and Spanish) and Education Undergraduate Degree from the State University of Rio de Janeiro (UERJ). At present, she teaches Portuguese and Spanish at CEFET/RJ - Petrópolis. Her research is centered on the areas of Discourse Analysis, Curricular Studies, Teachers’ Education, Applied Linguistics, and Foreign Language Teaching. ORCID: https://orcid.org/0000-0003-3618-7199 E-mail: alice.souza@cefet-rj.br

https://orcid.org/0000-0003-3618-7199

Diego da Silva Vargas has a Ph.D. in Neo-Latin Languages, a Master’s Degree in Vernacular Languages, and a Language (Portuguese and Spanish) and Education Undergraduate Degree, all from the Federal University of Rio de Janeiro (UFRJ). He is also a Specialist in Psychopedagogy (IAVM-UCAM). At present, he is Adjunct Professor in the Department of Didactics of the Federal University of the State of Rio de Janeiro (UNIRIO). His research explores the fields of Language and Education and, in particular, Applied Linguistics and Linguistic Education.

ORCID: https://orcid.org/0000-0001-6292-256X

E-mail: dsvargas04@yahoo.com.br

Alice Moraes Rego de Souza has a Ph.D. in Language Studies from the Federal Fluminense University (UFF), as well as a Master’s Degree in Linguistics and a Language (Portuguese and Spanish) and Education Undergraduate Degree from the State University of Rio de Janeiro (UERJ). At present, she teaches Portuguese and Spanish at CEFET/RJ - Petrópolis. Her research is centered on the areas of Discourse Analysis, Curricular Studies, Teachers’ Education, Applied Linguistics, and Foreign Language Teaching.

ORCID: https://orcid.org/0000-0003-3618-7199

E-mail: alice.souza@cefet-rj.br

Editor-in-charge: Beatriz Vargas Dorneles

Subject Matters (6th grade)	Skills / Practices of Citizenship	Specific Skills	Some Methodological Suggestions
FOREIGN LANGUAGE: SPANISH – CURRICULAR CONTENTS Predominant Textual Typology: Description - The Alphabet, from A to Z - Everyday Greetings (saying hello, saying thank you, saying goodbye) - Social Words and Phrases - Countries and Nationalities - Personal Pronouns - Forms of Treatment (Formal and Informal) - Basic Punctuation - Irregular Verbs (ser* / estar / tener): Simple Present - Pronominal Verb (llamarse): Simple Present - Regular Verbs: Simple Present - Cardinal Numbers from 0 to 100 - Definite and Indefinite Articles and Contractions	- Understanding and appreciating the importance of Modern Foreign Languages in human communication and interaction - Recognizing the importance of Modern Foreign Languages in understanding the world and other cultures - Reflecting on, understanding and appreciating cultural diversity within one's country and between countries with the same official language - Understanding the formative role of language in the constitution of human beings - Acknowledging that learning a Modern Foreign Language promotes a greater understanding of other peoples and cultures	- Reading and understanding texts with short conversations - Adequately employing everyday greetings - Using Spanish words and phrases in a range of everyday situations (introducing oneself, saying thank you, asking to be excused, apologizing etc.) - Adequately recognizing and employing Spanish words and phrases when referring to countries and nationalities, special celebrations, cultural traits and traditions - Inferring the meaning of words and phrases related to Spanish -speaking countries - Reading and understanding short descriptive texts, and identifying their main parts - Adequately recognizing and employing Spanish words and phrases to describe the cultural diversity in one's country (eating habits, spatial locations, weather, geographic aspects, ways of dressing etc.) - Recognizing and employing verb tenses, aspects and modes related to each topic	- Identifying significant dates in one's country and in Spanish -speaking countries - Identifying and locating Spanish -speaking countries on a map - Researching (in magazines, books, movies, online) about Spanish -speaking countries in order to learn about and highlight aspects of local culture - Working with Spanish -language songs to recognize specific sounds and underline differences in pronunciation - Researching Spanish -language song lyrics about one's own country and identifying specific themes

Section	Emphasis
Opening	Opening (a) a double page featuring an image and three subsections: Serás capaz de… (presents the goals for the unit); ¿Qué sabes? (introduces questions to activate previous knowledge about the subject matter); and A empezar (students listen to studio-recorded conversations or readings of texts taken from the Internet or other sources, which may or may not have been adapted, and answer questions about the recording); (b) a written version of the text to which students have listened, as well as a set of reading questions.
Cajón de letras	lexicon (as a rule, word lists and/or repetition-based exercises).
Acércate	grammatical elements (presented in tables and lists; also, usage examples accompanied by illustrations of decontextualized scenes) and activities which are mostly restricted to the sentence level.
Lengua en uso	communicative words or phrases (para pedir permiso, para presentar a otra persona, etc.); listening and role-playing exercises.
Contextos	reading questions and short writing activities based on speech genres.

Question emphasis	8^th grade	9^th grade
Grammatical knowledge	4	2
Lexical knowledge	2	2
Localizing explicit information	1	2
Localizing implicit information	1	1
Analysing connectors	2	2
Identifying references	0	1
Total	10	10

[1] Diego da Silva Vargas has a Ph.D. in Neo-Latin Languages, a Master’s Degree in Vernacular Languages, and a Language (Portuguese and Spanish) and Education Undergraduate Degree, all from the Federal University of Rio de Janeiro (UFRJ). He is also a Specialist in Psychopedagogy (IAVM-UCAM). At present, he is Adjunct Professor in the Department of Didactics of the Federal University of the State of Rio de Janeiro (UNIRIO). His research explores the fields of Language and Education and, in particular, Applied Linguistics and Linguistic Education.

ORCID: https://orcid.org/0000-0001-6292-256X

E-mail: dsvargas04@yahoo.com.br

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Discourses in the Institutionalization of Spanish Teaching in Niterói/RJ

Abstract: