Abstracts - Faculdade de Letras da Universidade de Lisboa

This paper aims at looking into the official documents that are the guide-lines forlanguage teaching in Portugal and sets to analyse them in terms of the frameworkthey embody and the consistency and coherence between “paper and practice”,i.e., the relationship between their main premises, the development of syllabus andactual classroom practices. The paper will focus on two subject areas: PortugueseL1 and Foreign Languages.The documents in appraisal will be the National Curriculum of Basic Education –Essential Competences (2003), the National Syllabus for the above mentionedsubject areas, and the Common European Framework of Reference for Languages(2001).Secondly, the paper will go through the international projects in which Portugalparticipates, concerning the evaluation of students’ competences in reading andinterpreting texts in their mother tongue and their competences in the basic skillsof reading, listening and writing in foreign languages.The paper will then seek to establish a bridge between the theoretical frameworksinforming these projects, the National Syllabus, and the Genre and Register theoryas conveyed by J. R. Martin, trying to spot (potential) links and gaps.Finally, giving way to the title of this presentation, the paper will go over theteacher training programmes offered by the Portuguese educational system andanalyse to what point they contribute to the distancing of theories and practices.ReferencesCouncil of Europe (2001) Common European Framework of Reference for Languages:Learning, teaching, assessment. Strasbourg: Council of Europe.Ministério da Educação (2003) National Curriculum of Basic Education – EssentialCompetences. English Version. Lisbon: Ministério da Educação - Departamento da EducaçãoBásica.COLLOQUIUM 3 - ROOM 8 - MONDAY, 25 JULYISFC38 Book of Abstracts Page 218 Lisbon, July 2011