Humor and teaching of Portuguese as a Foreign Language in a multicultural environment
Although humor is rarely present in classrooms, there are several studies that confirm its benefits in the public and private spheres, demonstrating that this is an important resource that facilitates learning (PINA, 2014). Considering the difficulty of mastering humor in a foreign language, this pa...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Universidade Estadual Paulista "Júlio de Mesquita Filho" (UNESP) |
| Repositorio: | Revista EntreLínguas (Online) |
| Idioma: | portugués inglés |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/15452 |
| Acceso en línea: | https://periodicos.fclar.unesp.br/entrelinguas/article/view/15452 |
| Access Level: | acceso abierto |
| Palabra clave: | Humor as a pedagogical tool humor and language teaching shared culture language and culture Portuguese as a non-native language Humor como herramienta pedagógica humor y enseñanza de idiomas cultura compartida lengua y cultura Portugués lengua no materna Humor como ferramenta pedagógica humor e ensino de línguas cultura partilhada língua e cultura Português língua não materna |
| Sumario: | Although humor is rarely present in classrooms, there are several studies that confirm its benefits in the public and private spheres, demonstrating that this is an important resource that facilitates learning (PINA, 2014). Considering the difficulty of mastering humor in a foreign language, this paper addresses strategies designed to provide university students at the advanced level (C1) of Portuguese as a foreign language with autonomy in understanding humor, through exposure to a variety of oral and written texts with a strong multimodal component. The work carried out in a multicultural context allowed not only the appropriation of elements of the Portuguese and Lusophone cultures but also contact with different registers (formal and informal) and linguistic varieties (European and Brazilian Portuguese), enabling access to “a considerable degree of slang and idiomatic usage” (COUNCIL OF EUROPE, 2001, p. 122) and the development of the critical awareness of learners. |
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