Global Journal of Foreign
Language Teaching
Volume 11, Issue 2, (2021) 94-100
www.gjflt.eu
Portuguese as a foreign language textbooks: Framing the discourses
on the teaching and learning of writing
Joaquim Guerra*, University of Algarve, R. Jeronimo Mendonca 128, 4200-274 Porto, Portugal
Suggested Citation:
Guerra, J. (2021) Portuguese as a foreign language textbooks: Framing the discourses on the teaching and learning
of writing. Global Journal of Foreign Language Teaching. 11(2), 94–100.
https://doi.org/10.18844/gjflt.v11i2.5588
Received from Novermber 5, 2020; revised from February 14, 2021; accepted from May 28, 2021.
Selection and peer review under responsibility of Assoc. Prof. Dr. Jesus Garcia Laborda, Alcala University, Spain.
©2021 Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi. All rights reserved.
Abstract
Textbooks are a resource that is widely used in language classes. For this reason, they are also one of the principal topics in
research on the field of didactics. Several studies were conducted about Portuguese as mother tongue textbooks, but there is
a lack of researches and information concerning the textbooks of Portuguese as a foreign language. In this study, the
researcher analyses the discourse of the authors/editors in the ‘opening texts’ of textbooks for (European) Portuguese as a
foreign language, for levels A1 and A2 of the Common European Framework of Reference. The study shows that writing
competence is relatively neglected by the authors, and infers that might reflect the way that teaching and learning activities
for writing are put into practice. Further research will allow to verify if there are indeed activities for learning to write and
how they were thought out and organised.
Keywords: Language teaching, writing competencies, Portuguese, foreign language, textbooks, writing competencies.
* ADDRESS FOR CORRESPONDENCE: Joaquim Guerra, University of Algarve, R. Jeronimo Mendonca 128, 4200-274 Porto, Portugal.
E-mail address: jguerra@ualg.pt