teaching learning portuguese through folk tales powepoint

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53rd Annual Northeast Conference on the Teaching of Foreign Languages

New York, March 30 – April 2, 2006

Teaching / Learning Portuguese

Through Folk Tales of the

Portuguese-speaking World

Ana Mendes e Land



• Unity and diversity in Portuguese language

• Traditional literature of expression and oral

transmission: folk tales

• Portuguese, folk tales and the five Cs: a unit

plan

Agenda:



PL “occupies a discontinuous

space, spread over every

continent, containing two

national variants (from

Portugal and Brazil),subdivided into dialects with

only slight differences; having

a national variant in embryo

(Galicia) and other variants indevelopment (Africa)”

(CASTRO, 1991: 19).

Unity and Diversity in

Portuguese Language



Unity and Diversity in

Portuguese Language

“ (…) this impossibility

of drawing clear

borders between its

continental dialects isone of the reasons

that allow one to state

that Portuguese is a

rather unitarylanguage” (FARIA,

1996: 498).



Traditional Literature of Expression and

Oral Transmission: Folk Tales

Agenda:

• Origins

• Definition

• Cycles

• Functions & “Sequência”

• Language Remarks



Origins

• People?

• Mythical or epic

narrations?

UNCERTAIN



Definition

“O conto popular é uma narrativa de pequenaextensão, com um número reduzido de personagens,sem qualquer fundo histórico, e cuja acção se situanum espaço indeterminado e num tempo passado

indefinido. A intervenção do maravilhoso ocorre emalguns dos contos, mas não na sua generalidade. Sobo ponto de vista histórico, considera-se que os contospopulares assentam em crenças e mitos primitivosque se foram progressivamente adaptando a novos

cenários.”

In http://ciberduvidas.sapo.pt/php/resposta.php?id=7846&palavras=conto+popular

http://ciberduvidas.sapo.pt/php/resposta.php?id=7846&palavras=conto+popular

http://ciberduvidas.sapo.pt/php/resposta.php?id=7846&palavras=conto+popular



Cycles

Animais (Animals)

A Bela e o Monstro (Beauty and theBeast)

Cristo e São Pedro (Christ and Saint

Peter)

Enigmas (Enigmas)

Entes sobrenaturais (SupernaturalBeings)

Entre Marido e Mulher (Between Husbandand Wife)

Facécias (Jests/Jokes)

A Gata Borralheira (Cinderella)

Heranças (Inheritances)

Instrumentos maravilhosos

(Wonderful Tools)

Nossa Senhora (Our Lady)

Pecados Mortais (Mortal Sins)

O Pedro das Malas-Artes (Peter’s

Wrong Doings)

O Sabor dos Sabores (The Flavor of

the Flavors)



Functions & “Sequência

There is a LACK of something.

This forces the hero to go on aQUEST to eliminate the lack.

On the quest, the heroencounters a MAGICAL

HELPER.(S)he is subjected to one or more

TESTS. This may be dividedinto two: an initial, qualifyingtest necessary to secure the

helpers’ help, and additionaltests related to the questitself.

After passing the test, (s)heachieves his/her REWARD.

Situação Inicial

Perturbação

Transformação

Resolução

Situação final



Language Remarks

• the folk tales are told in the past (Pretérito Imperfeito and/or Perfeito

do Indicativo, Imperfeito do Conjuntivo, etc.);

• expressions like “Era uma vez…”, “Num reino muito distante…”, “Há

muitos, muitos anos…” can be found in the beginning, demonstrating

the unknown time and space;

• sometimes colloquial words/expressions can exist, since folk taleswere and are transmitted by word of mouth;

• there can be found several elocution verbs, e.g., “dizer, afirmar,

perguntar, interrogar, responder, replicar, negar, contestar, exclamar,

bradar, pedir, solicitar, mandar, ordenar”, etc.;

• the folk tales are a good source for learning vocabulary because thestory remits to only one setting (usually summarized in the title) , e.g.,

“reino, rainha, rei, princesa, torre”, “bode, onça, papo, mato, caçar,

madeira”. In many cases, there can be established a relationship

between the folk tale’s space and the place where the folk tale is told.



Portuguese, Folk Tales and the

Five Cs: a Unit Plan

Below will be described several activities for learning

Portuguese Language and Culturewhile targeting the Five Cs’ standards:

Focus, therefore, on the macro (national standards) and

micro (lesson/unit plan) levels.



Communication

Communicate in Portuguese

The student:

- asks a person from a Portuguese-speaking country to tellhim/her a folk tale from the origin country;

- writes that story down/tapes it or simply learns it by heart;

-tells/plays that same story in the classroom.

Standards 1.1 through 1.3 are targeted here, although theemphasis is placed on standards 1.2 and 1.3.

If there is no opportunity for the student to learn a folk tale from a Portuguese-

speaking country, the teacher can tell the class a folk tale, or ask thestudents to write one from guidelines provided (see Build the Folk Tale).



Cultures

Gain Knowledge and Understanding of

Portuguese Speaking Cultures

The student:

- collects folk tales from two or three PortugueseSpeaking Countries (Angola, Brazil, Cape Verde,Guinea Bissau, Mozambique, Portugal, São Toméand Príncipe, Timor);

- compares vocabulary (geography, fauna, flora, etc.);

- tries to establish a relationship between the data(vocabulary) and the folk tales’ country;

- presents the results in class.

Standards 2.1 and 2.2 are the focus of this activity.



Connections

Connect with Other Disciplines and

Acquire InformationUsing the folk tales obtained in 1, the student:

- analyzes the stories separately, as to its mainconstituent parts, using the template worksheet (seeTemplate Worksheet).

Standard 3.1 is targeted here, since the student will

have to use knowledge acquired in theLiterature/Literary Analysis classroom. Also, standard3.2 is involved in this activity because there existdifferences in the main constituent parts of a narrativetext in English (plot, point of view, setting, character,style and theme) and in Portuguese (narrador,personagens, acção, tempo e espaço).



Comparisons

Develop Insight into the Nature of

Language and CultureFrom the results obtained in activity 2, the student:

- draws a table where he/she writes the words

pertaining to a certain semantic field (e.g., fauna) /

expressions / sentences, and writes the same

words / expressions / sentences in another language

(it can be the student’s native language, the

language in which the class is taught, etc.);

- will then determine which ones are more and less

similar to the compared language/culture.

Standards 4.1 and 4.2 are the focus of this activity.



Communities

Participate in Multilingual Communities

at Home & Around the World The Portuguese teacher helps the students with:

- finding an adequate occasion to perform (in Portuguese)one of the folk tales learned;

- creating a folk tale time calendar to take place either at

the school library or at a public library. In this case, thestudent can tell the folk tales in English, after providinga simple explanation about the relation of the folk taleand the Portuguese-speaking country.

Standards 5.1 and 5.2 are the focus of these suggestedactivities.

teaching learning portuguese through folk tales powepoint

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