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Papers by Lili Cavalheiro

RELC Journal

The international role of English has made it the most taught foreign language in the world. As a... more The international role of English has made it the most taught foreign language in the world. As a result, standard native varieties have thrived as models within the field of English language teaching, particularly Standard British English and Standard American English, and alongside, the cultures associated with them. Although the majority of English language learners are part of Kachru’s Expanding Circle, teaching materials have continued to focus on native speaker models, neglecting many of the times other examples of successful communication among non-native speakers. Bearing this in mind, it is critical that teaching materials take on a more ELF-aware perspective, where intercultural communicative competence and intercultural awareness are fomented. In view of this, a comparative analysis was conducted between coursebooks in Portugal and Turkey. A locally published (LP) and an internationally published (IP) coursebook of the first year of secondary education from each country w...

Teachers and Teaching

ABSTRACT The concept of professional agency has recently been predominating in the field of teach... more ABSTRACT The concept of professional agency has recently been predominating in the field of teacher education. Despite this considerable attention given to exploring professional agency embedded in different contexts, there is still scarcity in research on teacher trainees’ agentic roles. To this end, this study focuses on exploring the impact of practicum teaching on the construction of a professional agency of teacher trainees in three countries. Eleven teacher trainees (four from Turkey, three from Poland and four from Portugal) prepared reflection reports responding to 12 open-ended questions focusing on factors that contribute to or detract professional agency. The reflection reports displayed supporting and detracting factors about professional agency as self-related (responsibility, perseverance and sense of belonging to the profession), mentor-related (rapport, modelling, being a team member and decision-making, constructive feedback, allowing adequate space) and classroom and student-related issues (authenticity, role in students’ eye, discipline and classroom management).

Lastly, without the loving encouragement of my family I would have not been able to achieve all t... more Lastly, without the loving encouragement of my family I would have not been able to achieve all this. To my parents, I thank them for their constant assistance, understanding and patience throughout the several ups and downs that writing a dissertation entails. To my best friend and partner, I am equally indebted for always encouraging me to do better and to be better. Your love, support and chocolate croissants helped make this journey much sweeter. Thank you all.

While writing this dissertation, I learned that academic work is not a lonely endeavor and there ... more While writing this dissertation, I learned that academic work is not a lonely endeavor and there are people who I would like to thank for contributing ideas and offering support. First of all, I am genuinely grateful for the patience and expertise offered by my supervisor, Professor Maria Luísa Fernandes Azuaga, who, despite my occasional self doubts, always kept faith in me, especially during the hardest times and always with a kind word of friendship. viii de usos, nas opiniões sobre a presença da língua em Portugal, e ainda questões sobre uma possível variedade europeia do inglês e o caso do ensino.

Linguistica Antverpiensia, 2008

Film subtitling involves per se a number of constraints. However, when characters speak with a pa... more Film subtitling involves per se a number of constraints. However, when characters speak with a particular dialect or accent, the task is even more complex. Linguistic variation is a key factor in depicting a film character and the translator will consider the implications of his/her choice when translating into the Target Culture, since such sociolinguistic and/or idiosyncratic language features contribute to the meaning(s) of a film. The presence of linguistic variation may be tied in with the medium through which a film is distributed; hence translating for different media may imply the application of different strategies. This article will analyze the film subtitling of Gone with the Wind (1939), in particular how Mammy's speech is translated into Portuguese for RTP (public television channel), TVI (private television channel), VHS and the Internet, while also searching for translational regularities.

A Cor das Letras, 2017

Atualmente o inglês funciona como uma língua franca global cuja comunicação é maioritariamente fe... more Atualmente o inglês funciona como uma língua franca global cuja comunicação é maioritariamente feita entre falantes não-nativos. Apesar desta realidade, o ensino do inglês e os materiais didáticos utilizados continuam a seguir essencialmente não só o inglês padrão como também os paradigmas culturais da Inglaterra e dos Estados Unidos da América. Apesar dos professores de inglês como língua estrangeira (ILE) estarem atentos ao uso internacional da língua, a maioria continua a seguir o modelo padronizado apresentado nos manuais escolares utilizados nas escolas sem qualquer tipo de questionamento sobre a língua, cultura ou até as imagens presentes nesses manuais. Tendo em conta esta realidade, é importante que os professores de ILE aprendam desde logo a tomar uma posição mais crítica e, por isso, os cursos de formação de professores são o lugar ideal para que os futuros professores de inglês conheçam como podem tomar uma perspectiva mais crítica ao analisarem os manuais escolares a adoptar nas suas aulas. Através desta reflexão conseguem tomar uma decisão mais informada e perceber aquilo que mais interessa para os seus alunos. Paralelamente, poderão também aprender a desenvolver os seus próprios materiais, indo ao encontro das necessidades e dos interesses da turma, o que lhes permite também criar materiais que reflitam o uso global da língua. Por fim, este artigo apresenta algumas sugestões sobre como os professores podem desenvolver materiais que espelham o uso atual da língua inglesa.

ELOPE, 2015

The traditional notion of English as a foreign language solely for communicating with native spea... more The traditional notion of English as a foreign language solely for communicating with native speakers can no longer be applied in a world that is constantly changing, hence paving the way for an alternative use of the language known as English as a lingua franca. As a result, instead of focusing only on grammatical correctness, research into language pedagogy has also come to recognize the importance of exploring bottom-up learning processes, and developing intercultural communicative competence (ICC) and more communicative-based methods. Nowadays, it is essential to acquire the knowledge, skills, attitudes and critical cultural awareness necessary to communicate successfully. To show the importance of integrating ICC in language pedagogy, a recording from the Vienna-Oxford International Corpus of English is analysed here to demonstrate the significance of developing critical awareness as well as several communicative strategies, so that language learners can afterwards have the necessary ICC to interact in today's multi-lingual/cultural society.

Sintagma, 2013

Resum: Reflexions al voltant de la didàctica de la llengua anglesa: funcionant i comunicant en an... more Resum: Reflexions al voltant de la didàctica de la llengua anglesa: funcionant i comunicant en anglès. La globalització i els contextos comunicatius multiculturals han contribuït a l'expansió de l'anglès com a principal llengua internacional i, com a resultat, l'ús de l'anglès com a llengua franca s'ha incrementat. En considerar aquesta situació, el concepte d'anglès com a llengua estrangera ha deixat de complir amb las necessitats de la nostra societat multicultural en constant transformació. D'acord amb això, la investigació en didàctica de l'anglès ha canviat també de l'anglès estàndard i la correcció gramatical a la competència i l'eficiència comunicatives. A dia d'avui, aprendre anglès és un procés de dos sentits, en el qual l'objectiu de la majoria (depenent dels estudiantes i de les seves metes) és d'aconseguir una competència comunicativa intercultural per a l'adquisició de coneixement, competències, actituds i consciència cultural crítica necessaris pera comunicar. El canvi essencial, per tant, ha anat d'una aproximació encarada a atènyer formes "fixes", a un mètode en què aprenem la manera de "funcionar" amb el llenguatge en diversos contextos.

e-Teals, 2013