Este artigo tem por objetivo principal identificar os componentes da Competência Comunicativa (CC) utilizados por um falante no nível avançado de língua portuguesa como segunda língua. O aluno foi exposto a uma situação real de uso da língua-alvo, por meio de entrevista semiestruturada, com o objetivo de tornar a interação o mais natural possível. Utilizamos o modelo de composição da CC sugerido por Almeida Filho em 2009 e explicitamos, em fragmentos, cada um dos subcomponentes utilizados pelo falante durante toda a entrevista. O objetivo deste trabalho é, também, trazer para o plano concreto os conceitos relativos à CC e demonstrar o caminho cognitivo percorrido pelo aprendiz para a aquisição de uma língua estrangeira.

This is an initial study of a research presented at the II Symposium on Teaching Portuguese as an Additional Language. This research aims to analyze the multimodal prompts used in the interactions of the tasks in the Certificate of Proficiency in Portuguese for Foreigners (Celpe-Bras) (2014 and 2017 editions) and how they are related to the communicative construct of the Exam. Authors such as Brown (2007), Weir (2005), Scaramucci (2000; 2001; 2003), Ebel e Frisbie (1991), Kress e van Leeuwen (2006), Bakhtin (1997), Fairclough (1992; 2001; 2003; 2006) and Thompson (1995) constitute the theoretical basis of this study. This is a qualitative research and a case study carried out by means of document analysis. This analysis allows us to reflect on the communicative nature of the Exam as well as on its communicative tasks and the cultural basis, three of the foundations of Celpe-Bras, regarding the text genres of the prompts and their different types of semiosis.

This experience report presents an overview of the first experience of virtual exchange (O'DOWD, 2018, 2021) between students from the Federal University of Acre and the University of California, Davis, which occurred during the first semester of 2021. The project’s participants were experiencing emergency remote instruction and had to use their electronic devices to interact with their partners. The virtual exchange was a Teletandem partnership (TELLES, 2006, 2015; COSTA; SALOMÃO; ZAKIR, 2018; FERNANDES; TELLES, 2015). We describe how the partnership was established, the challenges, and the rewards for the interactants, the mediators and the professors involved in the project. Teletandem at UFAC is the first initiative of the project Intercultural Interchange Online Laboratory. The interactions took place from January to May, during which seven to eight interactions occurred, depending on the pedagogical scenario (FOUCHER, 2010). The data collected during the period followed a similar protocol established in Multec - Multimodal Teletandem Corpus (LOPES, 2019; ARANHA; LOPES, 2019). Considering the need for social distancing, interactants overcame their limitations with the lack of an institutional language laboratory by using their devices and internet connection to participate during the web conference meetings in order to develop interactional competence in English and Portuguese.

Based on practical reflections on the role of language educators and Portuguese language learners in diasporic communities in the state of California, this short-form article shares academic contributions from the Luso-Brazilian Studies Program at the University of California, Davis, to underrepresented groups in Lusophone communities amidst the pandemic, observing Dynamic usage-based theories, Differentiation, and Community-based teaching as pillars for social justice in language development. The discussion includes a brief history of the diversity of Lusophone immigrant communities in California, how government policies and the pandemic have affected undocumented immigrants, and analogous encounters that Black, Indigenous, and People of Color (BIPOC) face in the United States of America and Latin America. Lastly, classroom projects present how to promote awareness among students so that they can improve the quality of life in communities that face structural discrimination, find their voices, and advocate through transformative language learning. Keywords: community-based teaching/ensino baseado na comunidade, complexity theory/teoria da complexidade, dynamic usage-based theories/teorias dinamicistas baseadas no uso, Portuguese as an additional language/português como língua adicional, Portuguese language in mixed classes/português em turmas mistas, social justice in language education/justiça social no ensino de línguas

Como parte do processo globalizante, e enquanto reflexo da tentativa de sustentar e (re)afirmar a supremacia do Estado Moderno, alguns países têm executado políticas ligadas à promoção internacional de suas línguas oficiais (OLIVEIRA, 2010; 2013). Diante disso, este artigo problematiza a atuação do governo brasileiro em relação ao Programa de Leitorado - política de promoção do português brasileiro em universidades estrangeiras. A partir dos dados gerados - informações disponibilizadas no site da Rede Brasil Cultural, Editais da CAPES para a seleção de leitores, e depoimentos de leitores e ex-leitores, discute-se então a inconstância que caracteriza o funcionamento deste programa enquanto política de Estado e aponta-se como isso tangencia os requisitos de seleção e remuneração dos leitores. A análise realizada revela que, em termos de gestão e alcance mundial, os leitorados têm sofrido apagamento na agenda estatal dos últimos anos, o que leva as conclusões a destacarem a importância de algumas ações que levem à ampliação do Programa de Leitorado, a fim de que as possibilidades de congelamentos esporádicos ou suspensão definitiva sejam minimizadas.