Comparative analysis of the approach to first language oracy of Polish and Portuguese early education teachers

Authors

  • Marta Łockiewicz Gdansk University, Institute of Psychology
  • Otília Sousa Universidade de Lisboa (Portugal)
  • Professora Instituto Politécnico de Lisboa; Universidade do Porto, Faculdade de Psicologia e Ciências da Educação
  • Martyna Piechowska Gdansk University (Polônia)
  • Doutora Universidade de Lisboa (Portugal)

DOI:

https://doi.org/10.4013/cld.2023.213.05

Abstract

Oracy, crucial for individuals to communicate, think, and learn, can be developed through schooling. Our study aimed to compare Polish and Portuguese teachers’ perceptions of oracy. Based on a literature review, a self-report survey was developed for the study. It comprised questions about: 1. the demographic information, 2. the practices in the classrooms, 3. teachers’ views and attitudes about oracy. 253 (62.00%) Portuguese and 157 (38.00%) Polish elementary school teachers participated. Our main results indicate that Polish and Portuguese teachers declared that they valued oracy, and devoted time during their lessons to promote and support its development in their students. However, the Portuguese teachers, as compared with the Polish teachers, focused more on discussions and debates among students, and allowed them more autonomy in their classrooms. They also appreciated more the importance of oracy for human development, including reasoning and literacy learning.

Keywords: Oracy; Mandatory Education; Polish; Portuguese; Teachers.

Author Biographies

Marta Łockiewicz, Gdansk University, Institute of Psychology

Assisstant Professor (Institute of Psychology) at Gdansk Universit.

Otília Sousa, Universidade de Lisboa (Portugal)

Professora Coordenadora Principal do Instituto Politécnico de Lisboa e Professora Associada Convidada da Universidade de Lisboa. Possui Doutoramento em Linguística, Semântica, pela Universidade Nova de Lisboa (2001) e Agregação em Educação, Formação de Professores, pela Universidade de Lisboa (2013). Os seus interesses de investigação são: Linguística; Educação; Literacia; Formação de Professores; Texto e Ensino da Escrita. É membro integrado dos seguintes centros de investigação:  UIDEF - Instituto de Educação, Universidade de Lisboa; CIED  Escola Superior de Educação, Instituto Politécnico de Lisboa e colaboradora do Centro de Estudos Humanísticos da Universidade do Minho.

Professora, Instituto Politécnico de Lisboa; Universidade do Porto, Faculdade de Psicologia e Ciências da Educação

Associate Professor (Professora Coordenadora com Agregação) .

Martyna Piechowska, Gdansk University (Polônia)

Postgraduate student at Institute of Psychology / University of Gdansk (Polônia)

Doutora, Universidade de Lisboa (Portugal)

Teresa Costa Pereira is a Primary School Teacher with a Masters in Portuguese Language Education (Lisbon School of Education) and a doctorate in education - teacher training (Institute of Education, University of Lisbon).

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Published

2023-09-27

How to Cite

Łockiewicz, M., Sousa, O., Fuertes, M., Piechowska, M., & Costa-Pereira, T. (2023). Comparative analysis of the approach to first language oracy of Polish and Portuguese early education teachers. Calidoscópio, 21(3), 499–517. https://doi.org/10.4013/cld.2023.213.05

Issue

Vol. 21 No. 3 (2023): Volume Atemático (v. 21, n. 3 - 2023, set-dez)

Section

Articles

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