What stands out when analyzing Portuguese as an additional language (PAL) teaching materials for Japanese speakers published in Japan (Martins & Yonaha, 2024) is the predominance of grammatical resources and lexical items over a speech teaching approach (Schoffen, 2009; Bakhtin, 2016; Martins & Yonaha, 2024). In this new study, we examined textbooks for beginner-level Portuguese learners published in South Korea, employing the same methodological procedures as the previous study. This included bibliographic research and documentary analysis, based on the framework proposed by Lüdke and André (1986). The data analysis consisted of adapting criteria and guiding questions for the data analysis stage listed in the study by Bulla, Lemos, and Schlatter (2013), especially concerning the use of language as social practice and Bakhtin's notion of speech genres, as well as the perspective of linguistic education centered on literacy. The main analysis criteria refer to i) the material design, ii) the speech genres, iii) the selection of contents, and iv) competencies. After analyzing the PAL Korean textbooks, we conducted a comparative analysis of the textbooks based on the results obtained for each analysis criterion. Preliminary results have shown an emphasis on grammatical study in textbooks from both countries, supported by the students' socialization language for understanding exercises and activities. Additionally, we noted a scarcity of authentic resources, such as speech genres, in both cases.

Authors:
Alexandre Ferreira Martins, Aichi Prefectural University, Japan
Tábata Quintana Yonaha, University of Brasília, Brazil

About the Presenter(s)
Alexandre Ferreira Martins, Associate Professor. His research interests include proficiency assessment, teaching materials, and theories of language teaching and learning in Portuguese as an Additional Language.

Connect on Linkedin
https://www.linkedin.com/in/alexandre-ferreira-martins-01ba9676/

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