Teaching Portuguese to speakers of other languages: multiple realities, multiple needs

Abstract

To talk about the teaching of Portuguese Language (PL) to speakers of other languages of origin - under various denominations and circumstances - such as “heritage language” (PLH), “host language” (PLAc), “foreign language” (PLE), “additional language” (PLA), among others, is to talk about a complex network of interrelated aspects. The effects of such conditioning factors originate, in a macro vision, from language policies (thought and adopted in the wake of other economic and cultural policies), the effects of which reach the microenvironment of the classrooms - whether face-to-face or virtual - where speakers of other languages are concretely attended to, both in Portuguese-speaking countries - and more closely in Brazil - and in others, where this language is the target of interest as a language of integration, interaction, business, science, and many other possibilities of pluricultural dialogue. [...]