PUBLICATIONS

From next issue, E-TEALS will be peer reviewed and will have the folowing scientific committee: Manuela Guilherme (Instituto de Educação, Institute of Education,Universidade Lusófona de Humanidades e Tecnologias) Judith Hanks (The Language Centre, University of Leeds) María Luisa Pérez Cañado (Departamento de Filología Inglesa, Universidad de Jaén) Víctor Pavón Vázquez (Dpto. Filologías Inglesa y Alemana, Facultad de Filosofía y Letras, Universidad de Córdoba) Siân Preece (Department of Culture, Communication and Media, Institute of Education, University of London) Erwin Gierlinger (Institut Ausbildung Allgemeine Pflichtschulen (APS), Department of Modern Languages, University of Education Upper Austri
_________________________________________________________________________ BOOKS PUBLISHED:
Carlos Ceia: O Professor na Caverna de Platão: As Recentes Políticas para a Formação de Professores em Portugal e o Futuro da Profissão (Caleidoscópio, 2010)
Ana Frankenberg-Garcia, Guy Aston, Lynne Flowerdew (Editors): New Trends in Corpora and Language Learning (Corpus and Discourse), Continuum Publishing Corporation (2011)
Carmen Muñoz, Luísa Araújo e Carlos Ceia, Aprender uma Segunda Língua, Fundação Francisco Manuel dos Santos, Porto Editora, Porto, 2011.
Ana Gonçalves Matos: Literary Texts and Intercultural Learning - Exploring New Directions, Series: Intercultural Studies and Foreign Language Learning - Volume 9, Peter Lang: Oxford, Bern, Berlin, Bruxelles, Frankfurt am Main, New York, Wien, 2012. ISBN 978-3-0343-0720-8 pb. ISBN 978-3-0353-0249-3 (eBook)

JUSTIFICATION:

• A new research group working within the area of teacher education (covering primary/basic, secondary and tertiary education in Portugal) could provide "add-on value" to CETAPS in terms of research in the field of social and human sciences.
• Traditionally, this type of research is delimited by its connection to a specific department or faculty, whether based in modern languages or education sciences. We believe that a Centre like CETAPS can develop important activities in the specific area of teacher education since many teachers in both faculties (FCSH and FLP) have been working within the pre-service and in-service teacher programmes offered to graduates of "first cycle" courses.
• The recently acquired status of "Master in Teacher Education" associated with the above mentioned programmes implies there should be a commitment to original research and production of data-driven knowledge. This applies to the teaching staff as well as the student/in-service teachers, the latter more specifically in a non-optional classroom based action research element as part of their assessed work.
• In addition, our foreign language assistants (leitores) have been largely omitted from research activities within their faculties, departments and research units. They are, without doubt, committed teachers and colleagues who want to join CETAPS so as to help enlarge the scope of its activities, in a new domain which is deeply significant in relation to the long term future of post-graduate studies in both Lisbon and Porto.

MAIN AIMS OF THE RESEARCH GROUP:

• To promote quality research activities in teacher education in Portugal
• To create teams to conduct parallel research strands in Lisbon and Porto, based on topics listed below.
• To engage with student/in-service teachers in academically informed and focussed classroom based action research projects, to the benefit of the student/in-service teachers, the faculty staff and the host schools.
• To organize regular conferences in Lisbon and Porto with specially invited overseas speakers alongside unit members.
• To encourage the production of articles for publication based on student teachers' final reports and in-service teachers Final Project Work (Trabalho de Projecto), according to norms defined within CETAPS
• To publicise the activities and research findings of the unit through regular attendance at local and international conferences
• To explore possible international links with like-minded faculty members throughout Europe, making use of existing staff contacts.
• To support teachers in practice to adapt to the changing needs of their
• profession.
• To create an e-journal.

• Action research in teacher education (particularly that initiated by student/in-service teachers)
• Supervision of student-teachers (role of the supervisor; peer feedback on observed lessons)
• Cooperative development in teacher education as a framework for supporting student/in-service teachers
• Reflective practice in Teacher Education
• Models for Teacher Education at Master's level
• E-learning and Teacher Education
• Teacher assessment and evaluation
• Initial and further teacher development for primary English language teachers
• Developing CLIL in primary English language teaching
• Transition from 1º to 2º ciclo (attitudes, content, evaluation)
• Intercultural education and (intercultural) citizenship education
• E-learning at tertiary level
• Assessment and evaluation - learners and learning
• Development of writing skills
• Teaching translation and developing competencies for translators (including assessment of translator competencies)
• English pronunciation
• Using debating to promote Speaking

INTERNATIONAL CONFERENCES

• International Forum on English Language Teaching IV (Porto, 2009)
• International Forum on English Language Teaching III (Porto, 2008)

• TEFL - 4th International Conference on Teaching English as a Foreign Language (FCSH, Lisbon, 2012)
• TEFL - 3rd International Conference on Teaching English as a Foreign Language (FCSH, Lisbon, 2010)
• TEFL - 2nd International Conference on Teaching English as a Foreign Language (FCSH, Lisbon, 2009)
• TEFL - 1st International Conference on Teaching English as a Foreign Language (FCSH, Lisbon, 2008)

RESEARCH PROJECTS:

1.  Project title: Language and Pedagogical Innovation in Schools (LAPIS). Includes the Organisation of Language Teachers' Further Training Centre in Turkmenistan. Theme: Developing and improving the resource base for the training of foreign language teachers in schools. Creation of resource centre for enhancing links between teacher training HEIs and schools. LAPIS project is a major TEMPUS project with five other European partner universities as well as institutions in Turkmenistan and is set to last three years.

2.  Cooperation with the University of Jaén in the NALLT project ("NEEDS ANALYSIS OF LANGUAGE TEACHER TRAINING: A EUROPEAN PERSPECTIVE"), funded by the Spanish Ministry of Education. The project investigates the main training needs which teachers currently have across Europe in order to successfully implement bilingual education programs. The study should be concluded by the end of October and its findings will be available online at <http://82.223.210.121/mec/ayudas/index.htm>.

3.  Cooperation with the University of Roehampton, Centre for Language Studies (London) in a project proposal to be submitted to the EU programme on "Lifelong learning". The project aims to design a language training programme for Primary language school teachers which includes some methodology on language teaching and resources that can be used in the classroom. It will be a 3 year programme: the first year is for the design and development of the programme; the second year to pilot and review it, and the third year will be devoted to disseminating.

4.       The Language Rich Europe network. TEALS will join this project late in 2011, following the invitation from the British Council in Lisbon. TEALS will work as part of the international and interdisciplinary network of over 1200 key decision makers who will engage in the debate about the role of multilingualism in creating more prosperous and stable societies.

The network will consist of around 60 decision makers per country/region in:

• Public services and spaces - ministry officials, representatives from public administration and city planning, health services, legal services, NGOs involved in social inclusion, immigrant associations
• Education - ministry officials, policy advisors, curriculum designers, teacher trainers, head teachers, HE department heads, managers in adult learning, teacher associations, immigrant associations, learner reps
• Business - ministry officials, CEOs, HR managers, recruitment agencies, immigrant associations
• Media - ministry officials, editors, journalists, television executives, immigrant associations

What is expected from TEALS as a partner in the network:

• A keen interest in the issues raised by the Language Rich Europe Index
• Willingness to share your expertise and experience at face-to-face meetings and online with experts in your field and other sectors
• Ability to develop concrete action points and to implement a number of these in your working context
• Willingness to share insights from the index analysis with your own professional networks
• Willingness to co-operate with other members of the network beyond the lifetime of the project
• Participation in national launch event of the index results in Lisbon in April/May 2012
• Contribution to national/regional workshops in Portugal planned to be held between April and December 2012

http://languagerichblog.eu/our-partners

• Ana Cristina Marques Morgado: "Switching Effectively Between L1 and L2 in a Young Learners' EFL Classroom", Mestrado em Didáctica do Inglês, co-orientação com Vanessa Boutefeu.
• Maria Helena de Deus Lopes Ferreira: "Aprendizagem ao Longo da Vida: As universidades da terceira idade e o seu contributo para a felicidade e qualidade de vida das pessoas: o caso da disciplina de Inglês", Mestrado em Didáctica do Inglês, co-orientação com Vanessa Boutefeu.
  
• Brigitte Assis, "Self-Assessment of writing skills: A reliable and valid tool in an EFL classroom", Mestrado em Didáctica do Inglês, orientação de Carlos Ceia, co-orientação com Allyson Roberts, 2011.
• Maria Manuela Benzinho Almeida Costa, "O Portfolio Europeu das Línguas: A função pedagógica do dossier", Mestrado em Didáctica do Inglês, orientação de Ana Matos, co-orientação com Vanessa Boutefeu
• Maria Helena Jesus Oliveira, "Writing Skills at Secondary Level: Developing an English Language Writing Syllabus", Mestrado em Didáctica do Inglês, orientação de Ana Matos, co-orientação com Vanessa Boutefeu
• Raquel Campos Ferreira da Silva, "English as a Lingua Franca: the linguistic and cultural impact of ELF on learning and teaching, with particular reference to Portugal", orientação de Ana Matos, co-orientação com Vanessa Boutefeu
• Iuilia Grigor, "The Impact of Bilingualism on acquiring second language vocabulary: a case study", orientação de Carlos Ceia, co-orientação com Vanessa Boutefeu.
• Denise Maria de Figueiredo Alvarenga, "CLIL - Improving Young Learners' Logical And Deductive Thinking Through A Second Language", orientação de Carlos Ceia, co-orientação com Allyson Roberts, 2011.
• Sofia Afonso Funenga, "Developing Writing Skills In English Language Teaching Through The Use Of ICT At Primary School Level", Mestrado em Didáctica do Inglês, orientação de Carlos Ceia, co-orientação com Allyson Roberts, 2011.
• Ana Filipa Correia de Campos, "Ensino e aprendizagem de língua e cultura através da visita de estudo ao estrangeiro - estudo de caso", orientação de Ana Matos
• Carla Maria Rodrigues da Silva Martinez, "Que músicas falamos? Que culturas cantamos? A aprendizagem intercultural através da música no ensino de Língua Estrangeira", orientação de Ana Matos
• Maria Antónia Pinto Soares Duarte Silva, "A dimensão intercultural do inglês como língua estrangeira em contexto de formação profissional - estudo de caso", orientação de Ana Matos

Current PhD Theses

• Ana Cláudia Coelho: "A Interactividade nos manuais escolares de Inglês do 3º Ciclo do Ensino Básico e respectivos materiais de apoio", na área científica das Ciências da Educação (2008-) (supervisor Carlos Ceia)
• Deolinda Simões Marques: "Making Connections: Engineering and Language Issues in Teaching English for Specific Purposes", PhD in Languages, Literatures and Cultures, with a specialization in Foreign Languages Teaching (2010-) (supervisor Carlos Ceia)
• Maria Ellison: "Implementing CLIL in language teacher education. A Case Study from Portugal", Supervisor: Maria Graça Pinto
• Nicolas Hurst: "Portuguese produced ELT coursebooks for the 7th,8th and 9th grades since 1974". Supervisor: Fátima Vieira
• Allyson Roberts: "Blended Learning: Task design for developing meaningful learning through the use of online forums in Higher Education" (2010-)
• Muhsin Mumcu: ""The intercultural dimension in Teaching English as a Foreign Language in Turkey and Portugal - a study case", (supervisor: Ana Matos).