Desenvolvimento da Linguagem

Learning objectives
1. Reflecting upon the linguistic development process: Understanding the notion of language development Reason in favor of the universality of the linguistic phenomena Identify the stages of the linguistic development Characterize the landmarks of the lexical, morphological and syntactic development Explain what is understood by linguistic consciousness Characterize the landmarks of the development of a phonological consciousness Identify behaviors that require a mastery of a word conscience Characterize the evolution of the syntactic conscience Identify the curricular orientations to a language development in Basic Education 2. Operationalize the knowledge attained in the linguistic development within children of different ages: Conceive activities that promote a linguistic consciousness within different modalities and audiences-orientated Adapt strategies and materials towards a language development in Basic Education Evaluate the linguistic development

Syllabus
I. Introductory details about language development 1 What is it? Some basic concepts 2 How to acquire it? Biological bases on the acquisition of language 3 Why is it acquired? Explainable theories about language acquisition II How the language is developed in children 1 Framing of the curricular orientations to the Pre-Schooling and Basic Education (primary and secondary) regarding linguistic aspects 2 Phonologic development: Stages and landmarks of development 3 Lexical and morphological development: Lexicon acquisition and morphological know-how development 4 Syntactic development: Syntactic development universal landmarks 5 Speech development: The development of a communicational ability and a pragmatic acquisition III From the language know-how to the linguistic conscience: How to promote it Linguistic conscience modalities: Promotion of linguistically conscious activities in the following modalities: phonological, on a word basis and on a sentence leve

Teaching methodologies (including evalution)

Used resources and strategies: Exhibition, document analysis, individual and group-work Description: Expository moments are foreseen, under the teacher's tutelage, as well as student interventions with documental analysis, problems solving and group-works aiming at the development of the relevant learning objectives. The learning evaluation in this discipline will be ruled by the exposed in the Evaluation Rules from the E.S.E. Paula Frassinetti. The continouous evaluation will take into account, besides the formative elements evaluation, the following elements of a sumative assessment: Beside one written exam (60%), two group-works (40%) will be proposed. These works intend to supply the students with a knowledge of the oficial curricular orientations. It also intends to give an opportunity of a theoretical-pratical knowledge application, through the selection of activities, strategies and resources suitable to the recipents age strata.

Essential Bibliography (including ISBN)

Direção-Geral da Educação. (2018). Aprendizagens Essenciais-1.º,2.ºe3.º Ciclos do Ensino Básico I Português 1.ºano, 2.ºano, 3.ºano, 4.ºano, 5.ºano, 6.ºano, 7.ºano, 8.ºano e 9.ºano de escolaridade. Lisboa:DGE. Disponível em http://www.dge.mec.pt/portugues DUARTE, I. (2008).O Conhecimento da Língua:desenvolver a Consciência Linguística. Lisboa:DGIDC-ME ISBN9789727422685 GLEASON, J.B. & N.B. Ratner (2010). Desarrollo del lenguaje. Madrid: Prentice-Hall GONÇALVES, F.; P. Guerreiro & M.J. FREITAS (2011).O Conhecimento da Língua: percursos de Desenvolvimento. Lisboa:DGIDC-ME. ISBN9789727423088 SILVA, I. L. (coord.) et al. (2016) Orientações Curriculares para a Educação Pré-Escolar. Lisboa:ME-DGE. Disponível em http://www.dge.mec.pt/ocepe/sites/default/files/Orientacoes_Curriculares.pdf SIM-SIM, I. (1998). Desenvolvimento da Linguagem, Lisboa:Univ Aberta. ISBN9726742404