Margarida Morgado

TEALS – Teacher Education and Applied Language Studies

Margarida Morgado completed her Master and PhD degrees in English Literature at the University of Lisbon, Portugal. She is Coordinating Professor of English Cultural Studies at Castelo Branco Polytechnic Institute at the Social Sciences and Humanities Department since 1995.

She was director of the MA in Teaching English and Spanish in Primary and Lower Secondary at IPCB and of in-service courses for Teachers of English in Primary, as well as consultant for Teaching English to young learners with Santillana Publishing House.

She has been the Director of the Language and Culture Centre at the School of Education of the Castelo Branco Polytechnic Institute since 2006 and a co-founder of the ReCLes association (Association of Language Centres in Higher Education) in Portugal, affiliated into the European CERCLES association.

She has coordinated and participated in many international applied research projects in the areas of Foreign Language Learning and Teaching, Reading and Intercultural Education. Her research initially focused on cultural constructions of the child and childhood in literature and now encompasses English Foreign Language Teaching, Content and Language Integrated Learning, Intercultural Education and Children’s fiction. She has wide expertise in international European projects on all these research areas (i.e. EPBC and ESET, BARFIE, EDMReporter, EUMOF, ALPHAEU, SCHOOL SAFETY NET, BOYS’ READING, AQUA NARRABILIS, WE ARE EUROPE).

She has acted as evaluator for research projects in the Humanities and Social Sciences area for the European Science Foundation (ESF) and she has acted as peer reviewer for the following journals: EJTE European Journal of Teacher Education, Educare/Educere, Children’s Literature in English Language Education (e-journal) and the CERCLES International Journal, Language Learning in Higher Education, The Journal of the Confederation of Language Centres in Higher Education.

She has been on the scientific committee and organization of several International conferences, such as those of the “Red de Universidades Lectoras”, jointly with Iberian and South-American universities, and those of the “Culture and Power” series with the University of Lisbon and several other Portuguese institutions, as well as on the above mentioned project international conferences.

In Portugal she coordinates a Portuguese team that is exploring CLIL (Content and Language Integrated Learning) in the context of her work in Language Centres of Higher Education.

She is also part of the GECI research group on Comparative Intercultural Education and of RESMI a Portuguese network on Intercultural Mediation.

 

Main publications:

Morgado, M., M. Coelho, M. C. Arau Ribeiro, A. Albuquerque, M. Silva, G. Chorão, S. Cunha, A. Gonçalves, A. Carvalho, M. Régio, S. Faria and I. Chumbo. ReCLes.pt CLIL training guide. Creating a CLIL learning community in higher education. Santo Tirso: De Facto Editores, 2015.

Morgado, M., and M. Coelho “Learning different subjects by using other languages… or the other way round? The relevance of the CLIL approach.” Communication without Borders – Selected Papers of the International Conference Languages 2011, X Meeting of Aprolingu@s and II Meeting of ReCLES.pt, 28-29 October 2011. M. C. Arau Ribeiro and I. Chumbo, eds. Guarda: IPG, 2014. p.153-162.

http://paol.iscap.ipp.pt/~paol/docentes/recles/CommunicationwithoutBarriers.pdf

Morgado, M., and M. Coelho. “CLIL: Practical approaches of Higher Education EFL teachers.” Proceedings of the International Meeting on Languages, Applied Linguistics, and Translation - LALT 2012. M. C. Arau Ribeiro et.al., eds. University of Évora, 6-7 December 2012. Évora: Department of Linguistics and Literatures, 2015. 129-42. http://paol.iscap.ipp.pt/~paol/docentes/recles/LALT2012Proceedings.pdf

Morgado, M., and M. Coelho. “CLIL vs English as the medium of instruction: The Portuguese higher education Polytechnic context.” Egitania Sciencia 12 (2013): 123-45.

Morgado, M. “Tools for Mobility: mobility across and within linguistic, cultural and national borders.” Report on the PluriMobil (Mobility programmes for plurilingual and intercultural education) Tools for language teachers workshop. CERCLES Bulletin. ECML, 2011.

Morgado, M. “Literatura Infantil e Interculturalidade: “Preparar os Leitores para a Vida”. Transformações do Olhar. Perspectivas Ibéricas sobre Literatura Infantil e Educação Intercultural.” Revista Educare/Educere 14, special issue (2010): 17-35.

Morgado N., and N. Pires. Literatura Infantil e Educação Intercultural. Vivemos num Mundo sem Esconderijos. Lisbon: Colibri, 2010. (As the result of a research project called Representations of the Other in the Portuguese National Reading Plan: strategies for intercultural education in relation to year 4 recommended books, IME/CED/81881/2006. FUNDING BODY : FCT).

Livingston, K., J. McCall, and M. Morgado. “Teacher Educators as Researchers. Becoming a Teacher Educator. Theory and Practice for Teacher Educators. A. Swennen and M. van der Klink, eds. Dordercht, Netherlands: Springer Science + Business Media B.V., 2009. 191-204.

 

 

Outreach activities: short description with relevant links

AlphaEU - Alphabets of Europe (AlphaEU)  EU funded project.

http://alphaeu.org/

AlphaEU uses digital media (ICT-supported image, sound, video, animation, hypertext, etc.) to enhance interactivity, stimulate curiosity, and encourage children to explore differences and similarities between languages and begin to formulate general ideas about how languages work. One of the project’s innovative aspects is its equal focus on comparing language symbols (i.e. letters) in correlation to sounds.

 

School Safety Net EU funded project

http://schoolsafetynet.pixel-online.org/info/index.php

The School Safety Net project, funded by the European Commission in the framework of the Lifelong Learning Programme (KA4 Dissemination and Exploitation of Results, and Exchange of Good Practice), intends to address the need of European school systems to prevent early school leaving.

 

The project addresses the following four main issues which have a relevant impact on early school leaving:

Early identification of students at risk

Integration of immigrant students

Support to students with learning disabilities

Prevention of school bullying

The project main activities are:

 

  1. A) Success stories in tackling school early leaving

The aim is to provide teachers, students, parents, headmasters and policy makers in the educational sector with a collection of success stories related to the issue of early school leaving. The success stories present the perspectives of all the main actors involved in the early school leaving issue. These are: headmasters, teachers, students and parents.

 

  1. B) Collection of Teaching Resources

The aim of this activity is to provide the target groups of the project with:

Direct access to already existing training and educational sources to prevent early school leaving

Reviews of publications on early school leaving

A collection of guidelines for headmasters, teachers, parents, students and policy makers in order to provide them with the skills to prevent early school leaving.

 

  1. C) Collection of teachers’ experiences

The aim of this activity is to collect teachers’ experiences related to the issue of early school leaving.

 

  1. D) Case Scenarios

The aim of this activity is to create case scenarios on early school leaving starting from the real experiences described by the teachers and adapted in order to cover more exemplary and complex challenges. Schools involved also jointly cooperate in the production of strategies to solve the case scenarios.

 

Aqua Narrabilis. EU funded project. Aquanarrabilis.net

http://aquanarrabilis.eu/

Narrative skills are the ability to describe things and events and tell stories. They are basic skills and key-competences, which are essential for

  • literacy (i.e. the ability to read and write),
  • first and second language learning and
  • certainly also for active citizenship and participation in democracy (roughly: being able to make oneself heard).

They are also crucial for effective and engaging communication in any disciplinary field.

Methods like conventional story telling (based on books), reading books aloud, power point presentations of picture books (story book theatres), kamishibai, dramatizing book contents, puppet or shadow plays can all contribute to raising narrative skills, but their educational value remains to be analysed.

Not all children books and not all topics are equally suitable for conveying narrative skills. Establishing an audited list of felicity conditions for teaching and learning narrative skills (esp. appropriate material, contents and methods) is one of the envisaged outputs.

We also want to develop

  • practical methods,
  • hands-on and tangible material (e.g. texts for puppet or shadow plays)
  • didactic models and
  • easily accessible and up-to-date open educational resources (OER) in diverse European languages for the use in library work, in primary schools (age group: 6 – 12 years) and in kindergartens (3 – 6 years).

In order to address issues of active citizenship and worldwide concern and to produce comparable material that can be used in all European countries (and beyond) we concentrate on the topic of WATER, i.e. all stories , all material and resources are related to water and its ecological, nutritional, geographical and - above all – symbolic value.

 

Boys’ Reading EU funded project.

http://boysreading.org./

The Boys Reading project strives to make reading an integral part in the life of boys aged 11-15, who are currently unenthusiastic about books. The Boys Reading consortium asserts that this can only be achieved if teenage boys acquire control over their reading and are enabled to choose their readings from books that satisfy their actual needs and interests. Addressing the needs of boys effectively requires dialogue and the collective effort of all partners in the education process, including government, educators, parents, and community members. Among these partners, however, educators play a particularly important role. The Boys Reading project targets all stakeholders but focuses especially on educators, enabling them to provide classroom experiences that respond to the interests, needs, and learning styles of boys, and to engage boys and girls equally as readers and writers.

 

Objectives pursued

The Boys Reading project aims to make reading an integral part in the life of boys aged 11-15, who are currently unenthusiastic about books. Boys Reading asserts that this can only be achieved if teenage boys acquire control over their reading and are enabled to choose from books that address their needs and interests. The Boys Reading project draws its general objectives directly from the guidelines set by the EU High Level Group of Experts on Literacy (2012). Namely, the project strives to convince, encourage and educate all stakeholders, and especially educators of boys aged 11-15 to:

  1. Raise the motivation and interest of boys to read and write in order to close the gender gap;
  2. Open up schools to appealing materials, including digital ones, to make reading and writing relevant to boys’ individual preferences;
  3. Facilitate contact with male role-models engaging in literacy; and
  4. Develop initiatives aimed at making language development fun and appealing for adolescent boys.

 

In order to achieve the above objectives, the project will train educators of boys aged 11-15 (including literacy and special education teachers, and school librarians) through:

  1. A Research Report on effective reading promotion to teenage boys
  2. The Boys Reading Toolkit that features
  3. Introduction to Literature for Teenage Boys
  4. Review of Significant Texts for Boys

III. Guidelines and Ideas for Successful Reading Promotion to Boys

  1. Guidelines and Ideas for Incorporating Boys' Literature in the Curriculum
  2. Sample Actions and Activities for Reading Promotion to Boys
  3. Boys Reading Case Studies
  4. Boys Reading Teacher Professional Development Modules
  5. An interactive portal with resources and material in partner languages.

 

We Are Europe. EU funded project.

http://www.we-are-europe.net/

This interdisciplinary project proposes to develop a concept for, and implement, innovative teaching modules for 10- to 14-year-old students. It adopts the theoretical perspective of purposive history and interdisciplinary approaches. The modules will be devoted to specific themes, such as the concept of ‘home’ as national, regional and local identity, musical traditions, fashion, cooking and sports, the future educational needs and skills for the future. The idea is to deepen students' political and historical knowledge on Europe in general, and especially on those European countries that are partners in the project, and awaken and/or deepen their interest in Europe and in the European Union as an inclusive space for lifelong learning and work. This goal will be pursued through cross-curricular themes, resources and activities designed to complement the current school curricula, to be tested in schools (formal education) and in libraries (informal educational events). In addition, the planned activities will assist the participating students in developing their personalities, discovering their own abilities and strengths and enhancing their social skills

Researchers

Collaborators