A cultura linguística de alunos do 9.º ano : Reflexões em torno dos resultados de um inquérito por questionário aplicado no distrito de Aveiro
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Data
2013
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Edições Universitárias Lusófonas
Resumo
Numa sociedade marcada pela diversidade linguística e cultural, preparar os alunos para serem sujeitos activos na construção da cidadania europeia passa por desenvolver a sua cultura linguística, conceito norteador de um projecto
desenvolvido junto de alunos do 9.º ano.
Apresentaremos neste artigo o inquérito por questionário aplicado a 1.926
alunos do 9º ano do distrito de Aveiro (25% do universo), seleccionados a partir de uma amostra probabilística estratificada de tipo proporcional, tendo-se obtido a resposta de 1.836, que tinha como objectivos: caracterizar o perfil e
projectos linguísticos dos alunos e identificar as suas representações face às línguas e aos povos.
Os resultados obtidos, através de uma análise com o programa SPSS, apontam para uma visão linguística muito limitada por parte dos alunos (nos seus projectos
curriculares e nas circunstâncias de contacto com as línguas), apesar de
existir a consciência do papel e da importância da aprendizagem de línguas.
As representações que têm das línguas e dos povos parecem condicionar os
seus projectos linguísticos, já que equacionam contactar e/ou aprender as línguas
que consideram mais próximas ou sobre as quais têm uma imagem mais
positiva.
In a society marked by linguistic and cultural diversity, there is a need to prepare students for the construction of European citizenship, namely by developing their linguistic culture, the main concept of a project developed with 9th grade students. In this article we will present the questionnaire applied to 1.926 students from the 9th grade of the district of Aveiro (25% of the universe), selected according to a stratified and proportional sample, and having been answered by 1.836 of them. The main aims of the questionnaire were: to characterize the linguistic profile and projects of the students and to identify their representations concerning languages and peoples. The results, obtained from the analysis with SPSS programme, point out to a very limited linguistic vision (in the students’ curricular projects and in the contact they establish with languages), despite their awareness of the importance of learning languages. Students’ representations of languages and of different peoples also seem to condition their linguistic projects, since they want to contact with or learn the languages they consider closer and with a more positive image.
In a society marked by linguistic and cultural diversity, there is a need to prepare students for the construction of European citizenship, namely by developing their linguistic culture, the main concept of a project developed with 9th grade students. In this article we will present the questionnaire applied to 1.926 students from the 9th grade of the district of Aveiro (25% of the universe), selected according to a stratified and proportional sample, and having been answered by 1.836 of them. The main aims of the questionnaire were: to characterize the linguistic profile and projects of the students and to identify their representations concerning languages and peoples. The results, obtained from the analysis with SPSS programme, point out to a very limited linguistic vision (in the students’ curricular projects and in the contact they establish with languages), despite their awareness of the importance of learning languages. Students’ representations of languages and of different peoples also seem to condition their linguistic projects, since they want to contact with or learn the languages they consider closer and with a more positive image.
Descrição
Revista Lusófona de Educação
Palavras-chave
EDUCAÇÃO, ENSINO DE LÍNGUAS, EDUCATION, LANGUAGES TEACHING