Connecting World Language Curriculum to Global Workplace Skills: Portuguese Edition by UF Center for Latin American Studies

Connecting World Language Curriculum to Global Workplace Skills A handbook for K-16 educators V O LUM E I I I P O RT U GU E S E E D I T I O N

Co-Editors Sílvia Ramos Sollai Mary Risner Curriculum Authors Renato Alvim, João Felipe Amaro, Orlanda Azevedo, Célia Bianconi, Jamile Forcelini, Alan Parma, Sílvia Ramos Sollai Layout/Design Christa Markley

Summer 2023

This handbook was created with the help of funding from the United States Department of Education TVI National Resource Center program.

Table of Contents 3

Rationale of the Handbook Volume III Professional Associations/Communities Advocacy

4-5

Lessons: Advertising in Brazil

6-7

Body language and paralinguistic protocols in Portuguese

8-9

Let’s Plan Our Meeting

Alan Parma

Jamile Forcelini Renato Alvim

10-11

Membros do clubinho - os clubes de assinatura

12-13

Mercado de Trabalho

14-16

Nômada digital

17-18

No Centro de Saúde / At the Health Center

19-20

O que você está a fim de comer hoje? “Bora” pedir um ifood?

21-23

Primeiro emprego: Telemarketing

24-26

Startups: the pot of gold at the end of the rainbow

27-28 29-30 31

Portuguese/LSP Resources Author Bios Bibliography | Portuguese for Specific Purposes

Sílvia Ramos Sollai

Célia Bianconi

Orlanda Azevedo Orlanda Azevedo Jamile Forcelini

João Felipe Amaro

Sílvia Ramos Sollai

Rationale of the Handbook Volume III This handbook is the third volume in a series entitled Connecting World Language Curriculum to Global Workplace Skills. The first two volumes focused on examples of K-12 Spanish for Specific Purposes. While there are a multitude of general Portuguese language resources, the curriculum for Portuguese for Specific Purposes is still lacking. Hence, this handbook has been created as an effort to share what some US-based instructors are doing in their classrooms at the K-16 level to connect Portuguese and the workplace. We thank all of those who worked on this endeavor and have generously shared their materials. Another goal of this handbook is to revive interest in this area so that others will share their work on the value of Portuguese for careers, whether it be through conference presentations, journal

submission, or sharing on social media. As world languages are regularly being scrutinized within campus offerings, demonstrating the relevance for students in their future work life is just as important as the teaching of literature. While there is a US-based focus in this publication, we hope that the activities provided by colleagues will inspire others to integrate and adapt new content in their classes and think about developing more through a variety of venues. We also encourage you to discover ways to connect to professional communities tied to Portuguese and LSP. Staying informed on general LSP news and resources across any language can help with ideas for Portuguese. A list of ideas and resources follow below.

Professional Associations/Communities • •

• •

American Organization of Teachers of Portuguese (AOTP) https://www.aotpsite.net/ American Association of Teachers of Spanish and Portuguese (AATSP). The AATSP now has a Special Interest Groups (SIG) for the professions and service learning. https://www.aatsp.org/ ■ AATSP National Portuguese Exam https://nationalspanishexam.org/exams/nationalportuguese-exam/ ■ AATSP Sociedade Honorária de Língua Portuguesa (Phi Beta Lamda) https://www.aatsp.org/ page/philambdabeta ■ The Portuguese Newsletter (since 2007) https://www.aatsp.org/page/PortugueseNewsletter American Council of the Teaching of Foreign Languages (ACTFL). As of January, 2023 there is an official LSP SIG, as well as a Portuguese SIG that has been active for some time. https://www.actfl.org/ Ensinar português como segunda língua (Facebook group with almost 20,000 members) https:// www.facebook.com/groups/ensinarple/

Advocacy* • • •

Why Study Portuguese? (2012). https://youtu.be/BcZ2kDh7TSA Why Latin American Studies? (2015). https://youtu.be/DGNUQ-g8dcc?si=0-Zxza9AuqGP3LGi Are We Prepared for Jobs of the Future? (2012). https://youtu.be/IwCEkleilNQ

*These clips are getting a bit dated, but it would be great to use them as models for students as an assignment to create more current renditions, possibly in Portuguese. 3

Advertising in Brazil

TIME REQUIRED TO COMPLETE LESSON

Alan Parma, University of Chicago

UNIT THEME GRADE LEVEL

High School (9-12)

REAL WORLD PROFESSIONAL CONTEXT ENDURING UNDERSTANDING

ESSENTIAL QUESTIONS

PROFICIENCY LEVEL

Advertising, Marketing

WEEK

Intermediate Mid, Intermediate Mid-High, Intermediate High

Business Students will familiarize themselves with marketing practices in Brazil and try to create their own advertising campaign.

1. What are commercial habits in Brazil? 2. What are culturally acceptable norms in Brazil? 3. How do Brazilians engage themselves in commercial and marketing practices?

STANDARDS ■ 1.1 Interpersonal communication

■ 2.1 Cultural practices and perspectives □ 3.2 Acquiring new information

■ 1.2 Interpretive communication

■ 2.2 Cultural products and perspectives ■ 4.1 Language comparisons

■ 1.3 Presentational communication ■ 3.1 Connections to other disciplines

LESSON OBJECTIVES & LEARNING GOALS

■ 4.2 Cultural comparisons

KNOWLEDGE (what The students will know how to present products for a Brazilian students will know)

market based on linguistic and cultural norms.

SKILLS (what students Students will be able to communicate in Portuguese and to use their will be able to do)

knowledge of the language to relay concise and engaging messages.

COMMUNICATIVE LANGUAGE FUNCTIONS

(where applicable)

ESSENTIAL VOCABULARY

Características da Linguagem Publicitária: Linguagem dinâmica, coloquial, direta, simples e acessível; Intertextualidade (relação com outros textos) e humor; Recursos visuais, sonoros e interativos; Linguagem retórica, apelativa e persuasiva; Intenção principal de convencer o leitor

ESSENTIAL GRAMMAR STRUCTURES

Verbos no imperativo e uso de vocativo; Linguagem conotativa (figurada) para gerar múltiplas interpretações; Figuras de linguagem e/ou vícios de linguagem; Função apelativa da linguagem (conativa); Rimas, ritmo e trocadilhos; Neologismos e estrangeirismos To convey information to others by analyzing how publicity persuades and entertains the consumers to buy.

INTERCULTURAL KNOWLEDGE

MATERIALS & RESOURCES Students will be presented with some images and videos of marketing campaigns in Brazil • Abuse e use C&A! (Lojas de roupas e acessórios C&A). • Vem pra Caixa você também! (Banco Caixa Econômica Federal) • Tem 1001 utilidades. (Esponja de aço: Bombril) • É impossível comer um só! (Salgadinhos da Cheetos) • É Gripe? Benegripe! (Remédio benegripe) • Se é Bayer é bom. (Indústria Farmacêutica Bayer) Reading: https://www.todamateria.com.br/linguagem-publicitaria/ Video: https://portal.comunique-se.com.br/campanhas-memoraveis-da-publicidade-brasileira/

STEPS FOR LESSON ACTIVITY

Students will be presented with examples of ads from Brazil

Students will research cultural aspects that are widely used in ads in Brazil

Students will create their own advertising campaign for a product to be introduced in the Brazilian market.

CROSS-CURRICULAR CONNECTIONS CROSS-CURRICULAR CONNECTIONS

Social sciences; Language Arts

This lesson will help foster a better understanding of Brazilian culture and media COMMUNITY CONNECTIONS

Out of classroom research

How might this lesson engage students with the world around them at the local or global level to provide experiential learning opportunities?

They will be presented with ads from other places in order to understand the market in Brazil and the culture of Brazilian advertising campaigns 21ST CENTURY SKILLS

Investigate the world; Recognize perspectives; Communicate ideas

Body language and paralinguistic protocols in Portuguese

TIME REQUIRED TO COMPLETE LESSON

50 MINS

Jamile Forcelini, Sam Houston State University UNIT THEME Body Language GRADE LEVEL

PROFICIENCY LEVEL Intermediate

High School (9-12)

REAL WORLD PROFESSIONAL CONTEXT

ENDURING UNDERSTANDING

ESSENTIAL QUESTIONS

All contexts (Business; Medical; Legal; STEM; Leadership; Social Services; Non-profit/NGO). Non-verbal communication is a relatively lasting type of skill that goes along with verbal communication, learners will increase their conversational ability and linguistic comprehension in Portuguese by learning how to process and use paralinguistic forms with verbal communication.

1. How can gestures improve my second language learning and understanding? 2. How can I learn about paralinguistic features that facilitate my comprehension? 3. How can I understand more what others say when the verbal language includes gestures than when it does not?

STANDARDS ■ 1.1 Interpersonal communication

■ 2.1 Cultural practices and perspectives □ 3.2 Acquiring new information

■ 1.2 Interpretive communication

□ 2.2 Cultural products and perspectives

■ 1.3 Presentational communication □ 3.1 Connections to other disciplines

LESSON OBJECTIVES & LEARNING GOALS

□ 4.1 Language comparisons □ 4.2 Cultural comparisons

KNOWLEDGE (what Learners will learn about different paralinguistic gestures used by students will know)

speakers of Portuguese.

SKILLS (what students Learners will be able to: Compare and contrast non-verbal will be able to do)

communication with previously learned languages; Discuss language limitations through the ordering processing; Interpret dialogues that use paralinguistic language; Compose a dialogue incorporating nonverbal cues; Practice the dialogue with a partner.

COMMUNICATIVE LANGUAGE FUNCTIONS

(where applicable)

ESSENTIAL VOCABULARY

Non verbal language vocabulary list. Samples from 1. Facial expressions; 2. Kinesics; 3. Paralinguistics; 4. Body language and posture; 5. Proxemics; 6. Gaze; 7. Street signs

ESSENTIAL GRAMMAR STRUCTURES

Imperativo formal: 1. Olhe quadro a quadro; 2. Perceba objetos, pessoas, atividades; 3. Note frases e palavras; 4. Observe se há intertextualidade; 5. Considere as expressões faciais, os gestos, as cores e outros códigos não verbais. 6

INTERCULTURAL KNOWLEDGE

Paralinguistic knowledge is commonly used along with verbal communication in many languages; therefore, it’s possible to promote a better understanding of new knowledge in the target language by making neutral comparisons to previous learned languages and respectively associated non-verbal information.

MATERIALS & RESOURCES Blog do Enem https://blogdoenem.com.br/interpretacao-de-textos-portugues-enem/ Image of nonverbal communication list of vocabulary https://cursoenemgratuito.com.br/linguagem-verbal/

STEPS FOR LESSON ACTIVITY

After a brief oral warm-up about what kind of elements people use to communicate with one another, the instructor presents a series of images related to different types of non-verbal communication gestures. Students need to try to identify what the image means, what message the speaker is trying to convey.

Students will watch a video explaining the gestures/pictures they just saw. Their task is to interpret the video and also discuss with a partner their perceptions/findings.

After students check their answers (accountability), students are asked to orally compare the gestures they saw and learned about, with possible equivalent forms present in any of the languages they already know.

Students are provided with visual materials explaining the examples of non-verbal communication pieces. Their job is to read and discuss the meaning with a partner.

After discussing, students report their findings and opinions to the large group and instructor.

Student will get the chance to simulate a brief dialogue incorporating the gestures they have learned (pairwork/ groupwork). While students do that, the instructor will walk around assisting students with comprehension/ vocabulary questions. All questions/answers will be written on the board so all other groups have access to the information as well.

After creating their dialogue in groups/pairs, students will present the results to the class.

CROSS-CURRICULAR CONNECTIONS CROSS-CURRICULAR CONNECTIONS

Language Arts

Language Arts; Negotiating meaning strategies/selection COMMUNITY CONNECTIONS How might this lesson engage students with the world around them at the local or global level to provide experiential learning opportunities?

Learners can participate in community events that target Portuguese speakers and observe how non-verbal communication takes place. 21ST CENTURY SKILLS

Investigate the world; Recognize perspectives; Communicate ideas 7

Let’s Plan Our Meeting Renato Alvim, California State University, Stanislaus UNIT THEME Doing Business GRADE LEVEL

PROFICIENCY LEVEL

High School (9-12), Higher Ed

REAL WORLD PROFESSIONAL CONTEXT ENDURING UNDERSTANDING

ESSENTIAL QUESTIONS

TIME REQUIRED TO COMPLETE LESSON

WEEK

Intermediate Mid-High, Advanced Low

Business It is important to provide accurate information about a meeting, taking in consideration the most convenient aspects for all participants. • All necessary information should be available and shared (appropriately) to all participants of the meeting. • Participants should be attentive and respectful to the agenda of the meeting. • Netiquette is a series of ethical expected ways to properly behave during a remote meeting.

1. How should I behave during a remote meeting? 2. What are the dos and don’ts of Zoom meetings in Portuguese-speaking communities? 3. Are there cultural, linguistic, register differences between remote and in-person?

STANDARDS ■ 1.1 Interpersonal communication

■ 2.1 Cultural practices and perspectives ■ 3.2 Acquiring new information

■ 1.2 Interpretive communication

□ 2.2 Cultural products and perspectives

□ 4.1 Language comparisons

□ 1.3 Presentational communication

□ 3.1 Connections to other disciplines

■ 4.2 Cultural comparisons

LESSON OBJECTIVES & LEARNING GOALS

KNOWLEDGE (what How to plan and put to practice a Zoom business meeting; How to students will know)

send and reply to an email confirming detailed information on a business meeting with appropriate level of language.

SKILLS (what students 1. Plan a business Zoom meeting; 2. Write an email (and follow up) will be able to do)

setting and confirming a business meeting.

COMMUNICATIVE LANGUAGE FUNCTIONS

(where applicable)

ESSENTIAL VOCABULARY

Greetings and farewells; date and time (days of the week, months, numbers, hours).

ESSENTIAL GRAMMAR STRUCTURES

Affirmative, interrogative, and negative sentence structures; Verb tenses (simple present, simple future, near future); Question words.

INTERCULTURAL KNOWLEDGE

Formal and informal greetings and farewells; netiquette; formal attire for inperson business meetings. 8

MATERIALS & RESOURCES Access to Zoom; access to email. Reading: Como se comportar em reuniões de videoconferência. Available at: https://g1.globo.com/rj/ sul-do-rio-costa-verde/especial-publicitario/ubm/conhecimento-transforma/noticia/2020/04/28/como-secomportar-em-uma-reuniao-de-videoconferencia.ghtml Video from Tribunal de Justiça de Mato Grosso. Retrieved on February 12, 2023. Available at: https://www. youtube.com/watch?v=o7fA7CoXuY8

STEPS FOR LESSON ACTIVITY

1 Contact the partner(s) - by email, via phone, etc. - with whom the Zoom meeting will happen checking preferences/availability (day/time - attention to Time Zone!).

2 Once the info has been collected, log in to Zoom account and select “Schedule a Meeting” according to the collected info.

3 Set day/time, title of the meeting/purpose, and other specific details about the meeting accordingly. 4 Share the link with the partner(s). 5 Send a follow up email to the partner(s) confirming the details of the meeting. 6 Add information to a calendar (and reminders as needed). CROSS-CURRICULAR CONNECTIONS CROSS-CURRICULAR CONNECTIONS

Language Arts

The structure of a conversation previously to a meeting will apply formal ways of communication and generate possibilities to compare how business is done in different cultures; the content of the conversation will vary according to each learner’s interests, among all disciplines. COMMUNITY CONNECTIONS

Virtual guest speaker from local/global business or organization; Consulting project

How might this lesson engage students with the world around them at the local or global level to provide experiential learning opportunities?

By using daily routine written, oral, reading, and listening communication skills to interact with the world in a professional way. 21ST CENTURY SKILLS

Communicate ideas

Membros do clubinho - os clubes de assinatura

TIME REQUIRED TO COMPLETE LESSON

MINS

Sílvia Ramos Sollai, Califonia State University, Stanislaus UNIT THEME GRADE LEVEL

Online shopping and subscriptions High School (9-12)

REAL WORLD PROFESSIONAL CONTEXT ENDURING UNDERSTANDING

ESSENTIAL QUESTIONS

PROFICIENCY LEVEL

Novice Mid-High, Novice High

Business To be able to list a few consumers’ habits and preferences

1. What kind of subscription services are there available in the Portuguese speaking community these days? 2. What kind of subscription service could I create to have a successful business? 3. How much easier it to run errands and make purchases when I have everything in my hand within one click?

STANDARDS ■ 1.1 Interpersonal communication

■ 2.1 Cultural practices and perspectives □ 3.2 Acquiring new information

■ 1.2 Interpretive communication

■ 2.2 Cultural products and perspectives □ 4.1 Language comparisons

■ 1.3 Presentational communication □ 3.1 Connections to other disciplines

LESSON OBJECTIVES & LEARNING GOALS

□ 4.2 Cultural comparisons

KNOWLEDGE (what Students will see how certain subscriptions for very specific products seem students will know) to be tailored to individuals when in reality they are designed for large scale consumption. SKILLS (what students Students will be able to list new products after they read about online will be able to do) shopping; students will be able to create their own subscription club; students will be able to ask and answer simple questions about online shopping. Learners will be able to: 1) Interpret the different kinds of product subscriptions available today; 2) Create and present a new market for their own club subscription; 3) Describe the pros and cons of having a subscription; 4) Ask about the advantages, disadvantages, prices and terms of subscribing to a club

COMMUNICATIVE LANGUAGE FUNCTIONS

(where applicable)

ESSENTIAL VOCABULARY

Descrições (adjetivos); Dias da semana (números ordinais) Segunda-feira é o segundo dia da semana; Adjetivos (particípio passado regular) assada, pintado, divertido, selecionado; Substantivo (concreto) grão, caneca, caixa, criança; Substantivo (abstrato) assinatura, perfume, seleção, sabor; Neologismos (inglês, inglês e português) mochileiro, box, kit, gourmet;

ESSENTIAL GRAMMAR STRUCTURES

Precisar de (verbo transitivo indireto) Eu preciso de roupas novas. Assinar, comer, coar, comprar (verbo transitivo direto); verbos intransitivos

INTERCULTURAL KNOWLEDGE

This is an opportunity to compare markets and products internationally and draw simple conclusions about consumption, e.g., in U.S., there is a subscription for organic pet food. In Brazil, there’s a subscription for cheese bread (pão de queijo). 10

MATERIALS & RESOURCES The matching game: vocabulary warm-up https://docs.google.com/document/d/1Sv_0zcS1VxltmbvpI ZRdvWEbN3gb4YO3Qf3TTf2cLSs/edit?usp=sharing Video: https://youtu.be/6b5OdEpnjdg My business: presentational mode preparation https://docs.google.com/document/ d/1zfRGQOxKDHccn-k7ZmaSfoHnx5ie7blgd62jTtIC6Qo/edit?usp=sharing The board game: https://docs.google.com/document/d/1HYL43RWTngqSt0AWCjMrryhKA5pUxuyweI Y8Nt5UOr8/edit?usp=sharing

STEPS FOR LESSON ACTIVITY

1 The Matching Game: Identify and negotiate meaning when dealing with two sources of information visual and written text (Interpersonal and Interpretive)

2 Clube da Assinatura: Understand and interpret within the appropriate cultural context spoken and written communication sample of “one-way” television broadcast (Interpretive)

3 The Board Game: Engage in direct oral communication through interactive face-to-face exchange. (Interpersonal)

4 O meu negócio: Present concepts and ideas to an audience of listeners or readers with whom there is no immediate personal contact. (Presentational/ Interpretive)

CROSS-CURRICULAR CONNECTIONS CROSS-CURRICULAR CONNECTIONS

Social sciences; Language Arts; History (the invention of products, ingredients, recipes, e.g. chocolate; Geography (origin of typical specialties); Publicity and Marketing (digital media marketing, newsletter). Learners build, reinforce, and expand their knowledge of History and Math to develop critical thinking and understand how and why many people became self-employed.

How might this lesson tie into other subject areas to reduce the “silo” effect between disciplines? How might it help develop collaborations between instructors across disciplines, particularly CTE? TV news; mainstream vs. local news; Stores; E-business vs. physical stores; Products; National vs. international products. Learners access and evaluate information about the market and e-commerce after Covid-19.

COMMUNITY CONNECTIONS

Service learning project; Translation of documents/materials

How might this lesson engage students with the world around them at the local or global level to provide experiential learning opportunities? Acknowledge difference in prices, quality, delivery and terms of use to club subscriptions in their own and the other’s culture. Explain through comparisons how daily habits have changed, groceries shopping, buying clothes. Reflect on the future of: e-commerce, subscriptions and clubs.

21ST CENTURY SKILLS

Investigate the world; Recognize perspectives; Communicate ideas 11

Mulheres no Mercado de Trabalho Célia Bianconi, Boston University UNIT THEME Business GRADE LEVEL

PROFICIENCY LEVEL

DAYS

Intermediate High

Higher Education

REAL WORLD PROFESSIONAL CONTEXT ENDURING UNDERSTANDING

ESSENTIAL QUESTIONS

TIME REQUIRED TO COMPLETE LESSON

Business Gender roles have evolved over time in response to the social context people live in, but not enough to dissolve the stiffness and injustice there still is around gender inequality in the workplace.

1. What are the challenges for women to succeed? 2. What has changed in the last few years? 3. What can be done to change the situation? 4. When she is the boss, does she prefer to work with and hire other women?

STANDARDS ■ 1.1 Interpersonal communication

■ 2.1 Cultural practices and perspectives ■ 3.2 Acquiring new information

■ 1.2 Interpretive communication

□ 2.2 Cultural products and perspectives

■ 1.3 Presentational communication □ 3.1 Connections to other disciplines

LESSON OBJECTIVES & LEARNING GOALS

□ 4.1 Language comparisons ■ 4.2 Cultural comparisons

KNOWLEDGE (what Students will know how the job market works for women when students will know)

compared with men’s situation.

SKILLS (what students Students will be able to learn about how inequalities and lack of opwill be able to do)

portunities for women to pursue their career still exist, and what has been done to change the current scenario.

COMMUNICATIVE LANGUAGE FUNCTIONS

(where applicable)

ESSENTIAL GRAMMAR STRUCTURES

1. Em uma família, uma mulher geralmente é responsável por ________________ 2. Em uma família, um homem geralmente é responsável por _________________ 3. A maior parte do tempo da mulher é dedicado ao trabalho __________________ 4. A maior parte do tempo do homem é dedicado ao trabalho ______________ 5. Geralmente, uma mulher acorda às ________ e faz _______________ 6. Geralmente, um homem acorda às _________ e faz ___________________ 7. No cuidado com os filhos, uma mulher ________________ 8. No cuidado com os filhos, um homem _____________________ 9. Geralmente, quando uma criança ou adolescente faz algo de errado, a responsabilidade é ____________ 10. Geralmente, quando falta comida dentro de casa, a responsabilidade é ____________.

INTERCULTURAL KNOWLEDGE

Gain the ability to understand and appropriately react to social behaviors in the professional world of Portuguese-speaking countries, compare to your own community, while increasing the ability to interact with others in culturally appropriate ways; Understand and interpret authentic Portuguese language material such as case studies and enterprise histories of the Portuguese speaking world. 12

MATERIALS & RESOURCES https://portal.fiocruz.br/noticia/mulheres-no-mercado-de-trabalho-avancos-e-desafios https://www.cnnbrasil.com.br/business/participacao-de-mulheres-no-mercado-de-trabalho-e-20-inferior-ados-homens/ http://www.onumulheres.org.br/wp-content/uploads/2022/12/pesquisa-onu_mulheres-ipsos-2022.pdf https://economia.uol.com.br/noticias/agencia-brasil/2021/03/04/estudo-revela-tamanho-da-desigualdade-degenero-no-mercado-de-trabalho.htm Video: Mulheres na Coca-Cola Brasil: https://www.youtube.com/watch?v=kJXTeOZ0NDM

STEPS FOR LESSON ACTIVITY

Present the topic with some questions. Provide a PowerPoint that can clarify important language vocabulary.

Research topic about advance and growth of industrialization that generate changes in productivity, continue process of urbanization and reduction of number of children per family as a result of women inclusion in the job market.

Discussion on the resource material. Students present their reflection on the readings.

Partners engage in the conversation about their expectation regarding the job market, pinpointing their take on the reading, bringing new information to class.

Reflection.

CROSS-CURRICULAR CONNECTIONS CROSS-CURRICULAR CONNECTIONS

Social justice and gender roles

How might this lesson tie into other subject areas to reduce the “silo” effect between disciplines? How might it help develop collaborations between instructors across disciplines, particularly CTE? The lessons aims to connect with Business and Hospitality students. They will be able to understand the nuances of doing business in Portuguese-speaking countries, specially Brazil. Through their projects, they will create an advertisement campaign for a specific product to be introduced in a new market.

COMMUNITY CONNECTIONS

In-person or virtual guest speaker from local/global business or organization; Service learning project

How might this lesson engage students with the world around them at the local or global level to provide experiential learning opportunities? Visiting and interviewing local business owners from the Lusophone world.

21ST CENTURY SKILLS

Investigate the world; Recognize perspectives; Communicate ideas 13

Nômada digital

TIME REQUIRED TO COMPLETE LESSON

Orlanda Azevedo, Universidade Nova de Lisboa (Portugal) UNIT THEME Work Life GRADE LEVEL

MINS

PROFICIENCY LEVEL Novice and Intermediate

High School (9-12), College

REAL WORLD PROFESSIONAL CONTEXT ENDURING UNDERSTANDING

ESSENTIAL QUESTIONS

50 100

Business Students will learn about remote work, its impact on local communities, and the geography, economy and culture of Cape-Vert and other Portuguese-Speaking countries.

1. What are the advantages and disadvantages of working remotely? 2. What impact can “digital nomads” have in the community where they are present? 3. What would my life be like if I were a “digital nomad” in a Portuguese-speaking country?

STANDARDS □ 1.1 Interpersonal communication

■ 2.1 Cultural practices and perspectives ■ 3.2 Acquiring new information

■ 1.2 Interpretive communication

■ 2.2 Cultural products and perspectives ■ 4.1 Language comparisons

■ 1.3 Presentational communication ■ 3.1 Connections to other disciplines

LESSON OBJECTIVES & LEARNING GOALS

■ 4.2 Cultural comparisons

KNOWLEDGE (what Students will learn about remote work conditions on Portuguesestudents will know)

Speaking countries, the geography, economy and culture of CapeVert and other Portuguese-Speaking countries, how to express conditions and how to express hypothesis.

SKILLS (what students Students will be able to interpret information from resources will be able to do)

provided, expand knowledge through group research, present on remote work conditions in Portuguese-Speaking countries, reflect on work conditions and on the impact of remote work on local communities, hypothesize about their future.

COMMUNICATIVE LANGUAGE FUNCTIONS

(where applicable)

ESSENTIAL VOCABULARY

Remote work, digital nomad, leisure, tourism, entrepreneurship, information and communication technologies, hospitality

ESSENTIAL GRAMMAR STRUCTURES

Se as impersonal subject and se as reflexive pronoun; Simple Future; Imperfeito: Pretérito imperfeito do indicativo; Pretérito: Pretérito perfeito do indicativo; Conditional; Imperfect subjunctive: Imperfeito do conjuntivo; If Clauses (seimperfeito do conjuntivo-condicional: e.g. Se eu fosse Nômada digital, eu conheceria muitos países) 14

INTERCULTURAL KNOWLEDGE

Students will establish comparisons between their culture and the culture of Portuguese Speaking Countries, namely Cape-Vert

MATERIALS & RESOURCES Reading: https://www.publico.pt/2021/06/11/p3/noticia/praia-tranquilidade-cabo-verde-quer-atrair-quatromil-nomadas-digitais-1966088 Video: https://www.youtube.com/watch?v=pMYlwbnfLTo (Cabo Verde e os Nômadas digitais)

STEPS FOR LESSON ACTIVITY

1 Brainstorming: O que é um Nômada digital? Quais os benefícios e desvantagens de trabalhar remota-

mente. The class brainstorms about how to define a digital nomad worker and the advantages and disadvantages of working remotely. The teacher organizes the information on the blackboard or screen.

2 Reading: The students read the text available listed on resources. Have students complete a written handout after the reading or simply discuss the questions in class after the reading.

3 Listening/viewing activity: The class watches the video listed on the resources and students will gather

information regarding Sam, Jessy and Amanda. The teacher provides handouts (fichas) to be completed with information regarding each of the digital workers portrayed on the video: a. De onde são Sam, Jessy e Amanda? b. Porque foram trabalhar a distância para Cabo-Verde? c. Que trabalhos desenvolvem Sam, Jessy e Amanda em Cabo-Verde? d. Que relação têm com a comunidade onde se inserem? Que trabalhos desenvolvem com a comunidade? e. Para Sam, quais sãos as diferenças entre a vida em Cabo Verde e a vida na sua cidade de origem? f. De acordo com a narradora do vídeo, o que procuram a maior parte dos trabalhadores digitais? g. Porque é Cabo-Verde descrito como “escritório com vista para o mundo” no vídeo? h. A narradora do vídeo usa a palavra cabo-verdiana “morabeza”. Procure informaçãoes sobre este termo. i. Sam utiliza algumas palavras em inglês e espanhol. Identifique essas palavras e traduza-as para português. Reflita sobre o porquê do seu uso. j. Pesquise informaçãoes sobre a ilha onde Sam, Jessy e Amanda vivem (por exemplo, clima, atividades económicas, rendimento médio dos habitantes, pontos de interesse, línguas, história e cultura)

4 Presentation: Em pequenos grupos, escolher um país lusófono para trabalhar como Nômada digital.

Justificar a escolha com a informação recolhida. Preparar uma apresentação para a turma. Some useful structures: • Eu gostaria de trabalhar como Nômada digital em.... porque... • Eu poderia... • Eu precisaria/não precisaria de visto.../de ter rendimentos no valor de...

5 Writing (Expressão escrita): Se eu fosse um Nômada digital, como seria a minha vida? Imaginar um dia na vida de um Nômada digital. Não esquecer de referir: • País e local de trabalho • Tipo de alojamento • Rotinas • Atividade econômica • Atividades de lazer

CROSS-CURRICULAR CONNECTIONS CROSS-CURRICULAR CONNECTIONS

Geography, Economy, Social Studies, Environment, Technology

This lesson ties with business, geography, and history classes and provides students with life and career skills. COMMUNITY CONNECTIONS

Virtual guest speaker from local/global business or organization; It can connect with local immigrant communities

How might this lesson engage students with the world around them at the local or global level to provide experiential learning opportunities?

It can connect students with local immigrant communities (for example, Capeverdeans in Massachussets, Brazilians in Florida, Portuguese in California) for the research project 21ST CENTURY SKILLS

Investigate the world; Recognize perspectives; Communicate ideas

No Centro de Saúde / At the Health Center

TIME REQUIRED TO COMPLETE LESSON

100 MINS

Orlanda Azevedo, Universidade Nova de Lisboa UNIT THEME GRADE LEVEL

PROFICIENCY LEVEL Novice to Intermediate

Healthcare High School (9-12), Higher Education

REAL WORLD PROFESSIONAL CONTEXT ENDURING UNDERSTANDING

ESSENTIAL QUESTIONS

Medical Awareness of cultural differences regarding healthcare, namely who has access to it, affordability, quality, and organization.

1. What to do when sick in Portugal or in a Portuguese-speaking country? 2. How does healthcare work in Portugal and other Portuguese-speaking countries? 3. How does healthcare in those countries compare with healthcare in your country?

STANDARDS ■ 1.1 Interpersonal communication

■ 2.1 Cultural practices and perspectives ■ 3.2 Acquiring new information

■ 1.2 Interpretive communication

■ 2.2 Cultural products and perspectives □ 4.1 Language comparisons

■ 1.3 Presentational communication ■ 3.1 Connections to other disciplines

LESSON OBJECTIVES & LEARNING GOALS

■ 4.2 Cultural comparisons

KNOWLEDGE (what Students will know how healthcare works in different Portuguesestudents will know)

speaking countries, who has access to it and how they can access it.

SKILLS (what students Students will be able to interpret and present on healthcare in will be able to do)

Portuguese-speaking countries; students will be able to develop a project to improve healthcare in a chosen community.

COMMUNICATIVE LANGUAGE FUNCTIONS

(where applicable)

ESSENTIAL VOCABULARY

Healthcare, medical professions and health services: consulta de clínica geral/medicina familiar; consulta de saúde infantil e juvenil; consulta de saúde materna; consulta de planeamento familiar; consulta de enfermagem; serviço social; vacinas, serviço de saúde pública; exames auxiliares de diagnóstico; consultas e apoio domiciliários; atendimento de situações de urgência, gabinete do utente

ESSENTIAL GRAMMAR STRUCTURES

Presente do indicativo, presente do conjuntivo (subjuntivo), futuro simples

INTERCULTURAL KNOWLEDGE

Awareness of cultural diferences regarding healthcare, and how they affect expectations of how healthcare is provided

MATERIALS & RESOURCES https://www.youtube.com/watch?v=rH0ZWYZzkiQ&t=18s https://www.nacionalidadeportuguesa.com.br/medico-de-familia-em-portugal/

STEPS FOR LESSON ACTIVITY

In class, students will watch the video about healthcare in Portugal by a Brazilian journalist (YouTube link). Students will complete a written handout after the viewing: 1. Em Portugal, o que é um “médico de família”? Quais são as suas funções? 2. O que é preciso fazer para ter um médico de família em Portugal? 3. Quem tem direito a um médico de família em Portugal? 4. Como se pode marcar uma consulta com o médico de saúde? 5. Porque em que alguns utentes dos Centros de saúde não têm médico de família? Sem médico de família, como podem obter uma consulta? 6. É possível mudar de médico de família? 7. No caso de emergência médica, aonde deve ir o doente?

Reading: Students will read the article “Médico de Família em Portugal: quem tem direito e o atendimento” by the same Brazilian journalist and gather any information they couldn’t get from the video in order to complete and self-correct their answers to the previous questions.

Discussion/Comparison: In pairs or small groups, students will compare the healthcare systems in Portugal and in their home country. The teacher can give them handouts to complete with similarities and differences; afterwards, the teacher can organize on the blackboard all the information.

Research/Presentation: In small groups, students will research the healthcare systems in different Portuguesespeaking countries and present their research results to class.

Group Project: In small groups, students will work to create a solution for a problem they identified during their research. For instance, lack of human resources, lack of medications, cost of healthcare, etc. They can organize an informational campaign, establish steps to create a NGO, outline an idea for an app, write a letter to the government, create a website, etc.

CROSS-CURRICULAR CONNECTIONS CROSS-CURRICULAR CONNECTIONS

Health

Science, Health; depending on the group project, other collaborations can be developed. COMMUNITY CONNECTIONS

Service learning project

How might this lesson engage students with the world around them at the local or global level to provide experiential learning opportunities?

Students will develop a project to improve healthcare in a chosen community 21ST CENTURY SKILLS

Investigate the world; Recognize perspectives; Take action; Communicate ideas

O que você está a fim de comer hoje? “Bora” pedir um ifood?

TIME REQUIRED TO COMPLETE LESSON

WEEK

Jamile Forcelini, Sam Houston State University UNIT THEME GRADE LEVEL

PROFICIENCY LEVEL Novice mid to Intermediate high Middle School (6-8); High School (9-12); Higher Education

Food/Food ordering

REAL WORLD PROFESSIONAL CONTEXT ENDURING UNDERSTANDING

ESSENTIAL QUESTIONS

Business Ordering food is a life long skill to have in L2 and learners will develop such skills with the present lesson plan.

1. How do I order food online in Portuguese? 2. How do food businesses operate in Brazil? 3. How do I linguistically and culturally navigate ordering food?

STANDARDS ■ 1.1 Interpersonal communication

■ 2.1 Cultural practices and perspectives ■ 3.2 Acquiring new information

■ 1.2 Interpretive communication

■ 2.2 Cultural products and perspectives ■ 4.1 Language comparisons

■ 1.3 Presentational communication ■ 3.1 Connections to other disciplines

LESSON OBJECTIVES & LEARNING GOALS

KNOWLEDGE (what Vocabulary related to food types, restaurants, different cuisines, and specific students will know) language used to order food online through an online application. SKILLS (what students Identify types of cuisines in Portuguese. Identify types of dishes and will be able to do) ingredients. Role play an online food order and negotiate my preferences to decide on what to order online. Ask basic questions to negotiate my food preferences to decide on what to order online.

COMMUNICATIVE LANGUAGE FUNCTIONS ESSENTIAL VOCABULARY ESSENTIAL GRAMMAR STRUCTURES

INTERCULTURAL KNOWLEDGE

■ 4.2 Cultural comparisons

(where applicable)

Food types, food ordering; Menu; Order Online; Open Hours; Address & Phone Number; salada, sopa, massa; porco, carne de boi, galinha/frango; frutos do mar, peixe; sal, pimenta, mostarda, ketchup; pão, manteiga; um sorvete, um bolo, um chocolate, biscoitos água sem gás Simple Present, Future tense, Wh-questions, yes/no questions; O que você recomenda do cardápio? Você aceita cartão de crédito? Você serve comida vegetariana? Eu sou alérgico a ____. Esse prato contém ____? Eu gostaria de pedir _[prato]_, por favor. Eu gostaria da minha carne mal passada/no ponto/bem passada. Quanto é a tarifa/taxa de entrega? Quanto tempo demora para chegar? Ability to negotiate meaning and preferences while ordering food in a different language.

MATERIALS & RESOURCES Websites and app menus: Ifood website: https://www.ifood.com.br/ Portugal: https://glovoapp.com/pt/pt/ Oral practice: Retrieved from Rio & Learn website on February 12, 2023. Available at: https://rioandlearn.com/ ordering-food-in-portuguese/

STEPS FOR LESSON ACTIVITY

After a brief oral warm-up about what students like to eat, the instructor presents a series of images related to different types of cuisines worldwide. Students need to match the pictures with the corresponding types of cuisine.

Students will watch a video commercial of a restaurant. Their task is to determine which type of food the restaurant serves.

Students will receive a series of websites to browse. Their task is to find visual/written cues that will help them determine with type of food each restaurant serves (pairwork/groupwork).

After students check their answers (accountability), the instructor briefly transitions to the next activity by asking can food be ordered nowadays. Over the phone, online, on the restaurant’s website, through an online application. The group and instructor can elicit information on which applications are available in the U.S. where someone can order food online (e.g Uber Eats, DoorDash).

The instructor introduces the app/website Brazilians commonly use to order food online: Ifood. Students will read a short text about the online platform and answer comprehension questions orally such as: When was the app founded? How many users does that app have at the moment? Why is the app different from other food ordering options?

Student will get the chance to simulate an online order in the application (pairwork/groupwork). Their task is to negotiate what they will be ordering, decide on delivery options, methods of payment etc. While students do that, the instructor will walk around assisting students with comprehension/vocabulary questions. All questions/ answers will be written on the board so all other groups have access to the information as well.

Students present their food ordering decisions to the group.

CROSS-CURRICULAR CONNECTIONS CROSS-CURRICULAR CONNECTIONS

Math; Language Arts; Geography

Geography: International Cuisine types offered in Brazil, Determining location for delivery purposes; Math: Discussing Prices/ Delivery Rates; Language Arts: Negotiating meaning strategies/selection COMMUNITY CONNECTIONS

Learning about the existence of real food business that work in Portuguese

How might this lesson engage students with the world around them at the local or global level to provide experiential learning opportunities?

Learning about new cuisines, restaurants and how people use language to order food connect learners with the language’s cultural practices. 21ST CENTURY SKILLS

Investigate the world; Recognize perspectives; Communicate ideas 20

Primeiro emprego: Telemarketing João Felipe Amaro, Ransom Everglades School

UNIT THEME Telemarketing GRADE LEVEL

120 180

MINS

PROFICIENCY LEVEL Intermediate high, Advanced low-mid

High School (9-12)

REAL WORLD PROFESSIONAL CONTEXT ENDURING UNDERSTANDING

ESSENTIAL QUESTIONS

TIME REQUIRED TO COMPLETE LESSON

Business The perspectives of young professionals in Brazil that need to work during the day and study at night. Compare options of young professionals in Brazil and their own culture.

1. What are the best job options that accommodate the needs of college students in Brazil? 2. What are the different perspectives of a profession that is usually not well seeing by the society? 3. How can I create a direct sales pitch that holds the attention of potential clients over the phone?

STANDARDS ■ 1.1 Interpersonal communication

■ 2.1 Cultural practices and perspectives ■ 3.2 Acquiring new information

■ 1.2 Interpretive communication

□ 2.2 Cultural products and perspectives

■ 1.3 Presentational communication □ 3.1 Connections to other disciplines

LESSON OBJECTIVES & LEARNING GOALS

□ 4.1 Language comparisons ■ 4.2 Cultural comparisons

KNOWLEDGE (what Students will learn details of a telemarketing job in Brazil students will know)

SKILLS (what students Interpret texts, reflect and compare cultural perspectives; Create will be able to do)

dialogs (negotiating gap information); Create and describe products and services then summarize content to create an effective oral presentation; Ask and respond questions about the product or service created; Negotiate and decide as a group on the best presentation/ product/service

COMMUNICATIVE LANGUAGE FUNCTIONS

(where applicable)

ESSENTIAL VOCABULARY

Students will need some vocabulary related to job benefits and requirements. These can be presented through the activity readings. They might need some specific vocabulary depending on the product or service they will be offering.

INTERCULTURAL KNOWLEDGE

Jobs that most young professionals usually apply for in their own culture. 21

MATERIALS & RESOURCES Created by Felipe Amaro. Retrieved on February 12, 2023. Available at: https://docs.google.com/document/d/ 1rCNkMosnMFT1m3bULjEmMN9QWpaNzmFfQuiosp7tTq4/edit?usp=sharing

STEPS FOR LESSON ACTIVITY

As a warm-up, ask students how many currently work or how many have worked while taking classes. Ask them to share their experiences and then introduce the topic of the first reading, where a college student is looking for a job.

(Exercise #1) Students will read the text and answer the questions. Note that some questions are to be answered individually, while others as a group. The goal is for them to reflect individually, then share their answers, starting to build arguments to justify the decision on the ideal job for a college student.

(Exercises #2a and #2b) Ask students to read another short text that explains the job of a telemarketing operator and introduces them to a script of a call to sell credit cards. This activity asks students to reflect on possible questions individually they would ask if they were to receive such a call.

(Exercises #2c and #2d) In pairs, students will develop a dialog using the phone call script and add questions and answers between the client and the operator.

(Exercises #3a, #3b, #3c) After reading and creating based on a model of a phone call script in the previous steps. Students will now start creating their scripts from scratch. First, think about all the characteristics of the product or service to be offered and then create a rough draft of a script for a phone call. Students should not be concerned about length but about having the most information about the product or service at this stage.

(Exercise #3d) The students should submit the rough draft to the teacher. Here is an opportunity for students to self-correct and learn from their mistakes. The teacher can correct the draft by providing the corrections or mark the issues and return the draft for the students to identify and correct their mistakes. This practice helps them notice the issues (repeated or not) they make when writing in Portuguese. If that is the choice, students and teacher should review the errors and corrections at least twice. The teacher should also note the content of the draft and ensure that students develop the information about the product and service.

(Exercise #3e) Now that students have their draft corrected and with all information necessary, they need to adjust their script to the time assigned for the presentation. The suggested time is 30 seconds, as the script does not contemplate questions and answers. Students will do it by reading the text aloud, timing themselves, editing, and deleting the text while maintaining relevance for the client receiving the call to be informed. Make sure the students practice the text multiple times. After a few practices and ensuring the script is within the time assigned, announce to the students that they will present it to the class and answer questions without reading it. Although memorization cannot be avoided, after so many reviews and edits, students should be able to talk about their products without a guide. If not during the script, this knowledge acquired and the ability to speak about something they are familiar with will be shown during the Q&A part of the assignment.

(Exercise #3f and #3g) Each student will present their script, and the ones not presenting will have the task of writing questions about the product or service, and ask these questions, and evaluating the presentation and preparedness of their colleagues following the rubric given to them.

Students submit their evaluation and vote for the best presentation, justifying their choice.

The result can be announced to the class, and some feedback can be shared. 22

CROSS-CURRICULAR CONNECTIONS CROSS-CURRICULAR CONNECTIONS

Language Arts, Outro: Business, Sales

Business/Sales: This unit would provide some insights on sales techniques and perspectives on business direct marketing. Language: Students will negotiate meaning, make group decisions and present ideas. COMMUNITY CONNECTIONS

Outro: Cultural reflection on young professional perspectives.

How might this lesson engage students with the world around them at the local or global level to provide experiential learning opportunities?

Students could create content directed to an specific audience in Portuguese for various purposes, including services to the community. 21ST CENTURY SKILLS

Investigate the world; Recognize perspectives; Communicate ideas

Startups: the pot of gold at the end of the rainbow

TIME REQUIRED TO COMPLETE LESSON

MINS

Sílvia Ramos Sollai, California State University, Stanislaus UNIT THEME Business GRADE LEVEL

PROFICIENCY LEVEL

All grade levels

REAL WORLD PROFESSIONAL CONTEXT ENDURING UNDERSTANDING

ESSENTIAL QUESTIONS

Novice Low-Mid, Novice Mid

Business How to sell ideas: the creation of unique product or service call the attention of investors; Research and plan a startup business; Self-assessment of progress towards unit goals

1. How can we create an entire new template for a business to be successful? 2. What is considered a startup? 3. How can I create an original idea for a business?

STANDARDS ■ 1.1 Interpersonal communication

■ 2.1 Cultural practices and perspectives ■ 3.2 Acquiring new information

■ 1.2 Interpretive communication

■ 2.2 Cultural products and perspectives ■ 4.1 Language comparisons

■ 1.3 Presentational communication ■ 3.1 Connections to other disciplines

LESSON OBJECTIVES & LEARNING GOALS

■ 4.2 Cultural comparisons

KNOWLEDGE (what Speed and growth. Startups aim to build ideas very quickly in order to keep students will know) being innovative SKILLS (what students Learners will be able to: 1) Identify businesses and services from around will be able to do) their neighborhood; 2) Describe the purpose(s) of various businesses and services; 3) Define the concept of startups with original ideas; 4) Describe what makes a startup idea original; 5) Ask about products and services prices, features, and guarantee; 6) Compare old businesses and original startup ideas

COMMUNICATIVE LANGUAGE FUNCTIONS

(where applicable)

ESSENTIAL VOCABULARY

Jargons in English (loan and neologisms) and Portuguese (dictionary glossaries) Linguistic loans: angel, brainstorm, bootstrapping, ghost, hub, demo days, a-ha moment, disrupture etc. Is there a term in the target language?

ESSENTIAL GRAMMAR STRUCTURES

Identifying business and services; Here is (are)... There is (are).... ; Comparison chunks; Linguistic loans; Relative particle “que,” Descriptive adjectives; Defining clauses; Asking about a product’s or service price, duration and guarantee; Wh-questions (open-ended); Describing and defining; Describing objects, services and concepts with terms used in English; Adjectives, relative pronouns, articles, linking verbs, e.g. “Ifood é um serviço de entrega de comida;” Expressing concern and reasoning; “It is difficult to… because…” 24

INTERCULTURAL KNOWLEDGE

Adaptation of a product or a service from its original country to the Portuguese speaking world, e.g. the menu of an international food chain

MATERIALS & RESOURCES Startups: tudo que você precisa saber sobre esse negócio: https://blog.mackenzie.br/mercado-carreira/ empreendedorismo/startups-tudo-o-que-voce-precisa-saber-sobre-esse-tipo-de-negocio/ Revista Exame 10 startups + promissoras: https://exame.com/pme/10-startups-mais-promissoras-do-brasilsegundo-o-linkedin/ Video Guia completo: https://setting.com.br/blog/gestao-empresarial/tudo-sobre-startup/ Domino game created by Sílvia Sollai: https://docs.google.com/document/d/1ldzgo7ebeqipVInZUEMNoy6 XUpuyD1PeszK8WvnqJ6A/edit?usp=sharing Startupês de A a Z: https://contjet.com.br/artigos/o-glossario-das-startups/

STEPS FOR LESSON ACTIVITY

1 Read the article Startups: tudo que você precisa saber sobre esse negócio. Flip article outside of class to provide structure for in class discussions. Interpretative

2 Read the article Revista Exame 10 startups + promissoras. Flip article outside of class. Switch groups to discuss ideas in the articles. Interpretative, Presentational

3 Watch video Guia completo. Learn about jargons and common terms used in English to explain concepts in Portuguese. Are there identical or similar terms in the target language? Interpretative

4 Talk about existing startups, businesses and services. Describe what is different now.

Practice describing and defining. Describe what is done differently and what has changed in selling burgers. Interpersonal

5 Design a new business in a group. Present an idea and give explanations about what makes a business innovative: disruptive and escalating, for instance. Presentational

6 Create the product or service of your startup. Provide details and define an order. Chronological development of an idea. Presentational

7 Read the glossary Startupês de A a Z. Describe a concept in a game-like activity. Interpersonal

CROSS-CURRICULAR CONNECTIONS CROSS-CURRICULAR CONNECTIONS

Math; Social sciences; Science; Language Arts

How might this lesson tie into other subject areas to reduce the “silo” effect between disciplines? How might it help develop collaborations between instructors across disciplines, particularly CTE? This lesson contributes to a limited idea of creativity in the market, how to sell an idea. Product: List of business around town, e.g. McDonald’s drive-thru Practice: Define their niche in the market, e.g. food delivery Perspective: Implement innovation, e.g. iFood delivery Product: List of services around town, e.g. gym, dentist, hotel, bank Practice: Describe each function of most common services Perspective: Review process of service rendering, e.g. Gympass Startup

COMMUNITY CONNECTIONS

Consulting project; Service learning project

How might this lesson engage students with the world around them at the local or global level to provide experiential learning opportunities? • • •

21st Century Learning: Collaboration Work together to create a new innovative and groundbreaking service or product 21st Century Learning: Creativity Present the case study of a successful or struggling existing startup business or service 21st Century Learning: Critical Thinking Evaluate the difficulties of thriving, predict possible obstacles and prepare for the unknown.

21ST CENTURY SKILLS

Investigate the world; Recognize perspectives; Take action; Communicate ideas

Portuguese/LSP Resources LSP Resources and Events These are general LSP resources, but can adapted to Portuguese and a presence of Portuguese presentations would be valuable. • •

ISLSP Biennial Conference https://nble.org/islsp-ciber-events/ LSP Calendar, Publications, Events Around the Globe https://nble.org/

Ways to Connect the Classroom to the Business World & Community There are a variety of professional resources connecting the U.S. and the Lusophone world. While much of this information is in English, students can research work opportunities within their regional context and then find sites in Portuguese from here. • • •

Brazilian-American Chamber in the US. https://brazilcham.com Education Offices within Brazilian Consulates/Embassies State Departments of Economic Development and Trade (Mapping industries/global opportunities near your campus community and region.)

• •

AmCham Brazil https://www.amcham.com.br AmCham Mozambique https://mz.usembassy.gov/launch-of-american-chamber-of-commerceamcham/ https://www.trade.gov/country-commercial-guides/mozambique-business-travel AmCham Angola https://www.trade.gov/angola-country-commercial-guide AmCham Macau https://www.amcham.org.mo AmCham Portugal https://amchamportugal.pt/en/

• • •

Sister Cities Connected to Lusophone Regions https://www.sistercities.org/about-us/what-is-a-sister-city-3/

Academic Journals There are many language journals but here are few focusing on Portuguese. If instructors shared what they are doing in the classroom related to career opportunities with Portuguese in these publications, it would be helpful to grow the field of Portuguese for Specific Purposes (PSP).

• • •

Portuguese Language Journal. Official online journal of the AOTP (Founded in 2006). https:// portugueselanguagejournal.com/index.php/home Hispania. Official journal of the AATSP. https://www.aatsp.org/page/Hispania Spanish and Portuguese Review. Official graduate student journal of the AATSP. https://www. aatsp.org/page/SPR 27

Portuguese/LSP Resources (cont’d) Course Development Models/Resources •

Syllabus: de Oliveira e Silva Lemos, M. (2019). Portuguese for Doing Business in Brazil: A Task Based, Language for Specific Purposes Course (LSP). Indiana University Bloomington. https:// nalrc.indiana.edu/doc/Portuguese_Marcela%20de%20Oliveira%20e%20Silva%20Lemos.pdf

•

Syllabus: Portuguese for Business and Commerce 21:812:315 (3 Credits) Instructor Information Luciane Nogueira Castilho, Rutgers https://sasn.rutgers.edu/sites/default/files/sites/default/files/inline-files/PORTUGUESE%20 315-%20SYLLABUS%20Spring%202021.pdf

•

Portuguese for business success! Open Content For Development. (n.d.). https://www.oc4d.org/portuguese-for-business-success/

Business Portuguese Texts • • • •

Santos, D., & Silva, G. (2020). Bons negocios; portugues do Brasil para o mundo do Trabalho. DISAL EDITORA. https://www.amazon.com/Bons-Negócios-Português-Brasil-trabalho/dp/8578441516 Panorama Brasil (2006). https://www.amazon.com/Panorama-Brasil-Ensino-PortuguesNegocios/dp/8599311042 Working Portuguese for Beginners (2010). https://www.amazon.com/Working-PortugueseBeginners-Languages/dp/1589016386 Brazilians Working with Americans (2007). https://www.laits.utexas.edu/orkelm/casos/intro.html

Making Connections Across Disciplines •

Sustainable Development Goals in Portuguese https://brasil.un.org/pt-br/sdgs

•

Environmental Humanities and World Languages https://www.youtube.com/watch?v=rhtnxH73QJE https://www.mla.org/Publications/Bookstore/Teaching-Languages-Literatures-and-Cultures/ Foreign-Language-Teaching-and-the-Environment-Theory-Curricula-InstitutionalStructures#product-toc

•

Career and Technical Education (CTE) - Similar to Professional Schools in Higher Education. https://asiasociety.org/education/global-cte-toolkit

Author bios Renato Alvim

California State University, Stanislaus Dr. Renato Alvim is an Associate Professor at California State University - Stanislaus, and teaches lower, intermediate, and advanced Portuguese levels, Lusophone Culture, and lower and intermediate Spanish levels. His PhD and master’s degrees are from Indiana University – Bloomington. Dr. Alvim has taught at American University - Washington, D.C., Indiana University - Bloomington, and University of Alabama - Birmingham. In Brazil, he has taught at Universidade Federal de Minas Gerais - UFMG and at Universidade de Itaúna. Dr. Alvim received a Fulbright Scholarship to pursue his first master’s degree in Secondary Education at Ball State University, Indiana. His research interests include Portuguese Language, Lusophone Literatures, Brazilian Cinema, and Latin American Studies. His publications appear at Review: Literature and Arts of the Americas, Routledge; FuLia, UFMG; PUC Minas; Dialogarts Ed. Rio de Janeiro; Hispania; Revista Letras Raras; Cadernos de Letras Universidade Federal de Pelotas; Universidade Federal de Campina Grande, and others. He has participated in and presented at various conferences: M/MLA, AATSP, ACTFL, American Portuguese Studies Association (APSA), Foreign Language Association of Northern California (FLANC), LusoAmerican Education Foundation Conference (LAEF), and others.

João Felipe Amaro

Ransom Everglades School João Felipe Amaro earned a B.A. in business in Brazil, where he gained experience administering businesses in various fields. In 2009, João Felipe relocated to the United States and discovered his passion for language and education. Since then, his goal has been to represent and teach the Portuguese language and Lusophone culture. He worked as a translator, interpreter, academic consultant, software localization tester, and language teacher at the University of Florida. He completed his master’s degree in linguistics at the University of Illinois at Chicago, where he taught Portuguese and Spanish for six years, helped redesign the teaching methods of the university’s extensive Spanish program, and created an advanced Portuguese course on Brazilian popular culture. In 2020, back in Florida, João Felipe began teaching Portuguese and Spanish at Ransom Everglades School and serves as the faculty sponsor of the Brazilian Culture Club.

Orlanda Azevedo

Universidade Nova de Lisboa (Portugal) Orlanda de Azevedo holds an M.A. in Comparative Literature from the Faculty of Letters at the University of Lisbon (Portugal), where she also earned a B.A. in Modern Languages and Literatures. She received a Post-Graduate Certificate in Teaching of Foreign Languages (Specialization on Portuguese as FL/L2) from Nova University of Lisbon, Portugal, where she is currently pursuing a doctoral degree. In the United States, she was a visiting student at Georgetown University and a Lecturer in Portuguese Language and Culture at the University of California, Berkeley and at the City University of New York. She has been working for several years as a translator and linguistic consultant for technology companies and collaborates in curriculum development projects at North American Universities. Orlanda de Azevedo is the author of the book As Metamorfoses do Corpo e a Problematização da identidade (Colibri, 2002) and co-edited Nosso Dever Falar, Antologia Didatizada de Poemas sobre Cidadania (Santillana, 2006).

Author bios (cont’d) Celia Bianconi Boston University

Dr. Célia Bianconi is a Master Lecturer and head of the Portuguese Language Program at Boston University, where she teaches courses on Portuguese language and Brazilian culture. She holds a PhD in Educational Studies from Lesley University. Dr. Bianconi’s main research and publication are devoted to teaching and learning of Portuguese as a foreign language (PFL) in the United States. She has experience in Portuguese Teacher training funded by Startalk, a national professional development program for critical language teachers. She is the coauthor of: Brazilian Chronicles: The Reader, Third Edition. In 2021, she was profiled by the Migration Tales project.

Jamile Forcelini

Sam Houston State University Jamile Forcelini is an an Assistant Professor at Sam Houston State University. She has a PhD in Hispanic Linguistics from Florida State University and has been teaching languages (English, Portuguese, and Spanish) for over 20 years. She also holds a TESOL certificate from Florida State University. Her research investigates bilingual and trilingual lexical processes, the role of instruction on second language vocabulary acquisition, and the nature of trilingualism and multilingualism.

Alan Parma

University of Chicago Alan Parma was born in a small town in the state of São Paulo, Brazil. He earned his PhD in Hispanic Linguistics from Florida State University in 2020. Alan studies Second Language Acquisition, and his other interests include volleyball, biking, performing and arts and crafts. Expert in second language acquisition and syntax, Alan has experience in second language teaching (Spanish, Portuguese, English) and research, with emphasis on second language processing and development, language representation in the mind. Alan applies research and integrates culture to language teaching.

Sílvia Ramos Sollai

California State University, Stanislaus Sílvia Ramos-Sollai holds a PhD in Curriculum and Instruction, with emphasis in Foreign and Second Language Teacher Education from Florida State University. Dr. Ramos-Sollai’s Master’s Degree in Applied Linguistics from Universidade Presbiteriana Mackenzie focusing on Brazilian collective identity and cultural stereotypes in Portuguese Foreign Language Education content. Sílvia is also translator and curriculum aligner to the Common European Framework of Reference for Languages (CEFR) of the market leader free digital platform for modern languages proficiency education, a mobile application with 500 million registered users around the world. Author of several methodological articles, whose specific aim is to equip readers with creating their own authentic materials, Sílvia designs, pilots, analyzes, and reports the impact of content for Language for Specific Purposes along the K-12 curriculum as a pipeline to higher education. 30

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