Foreword

Abstract

Studies on the process of teaching and learning of languages ​​in the 1st Cycle of Basic Education have been particularly relevant in the Portuguese educational context. Indeed, language teaching has been stimulated by different European Union policies and in recent years we have witnessed a major advance in knowledge and practice related to this field and level of education. This development was largely due to the introduction of the teaching of English as a Foreign Language in the 1st Cycle of Basic Education, through the publication of Order No. 14753/05, of July 5, which approved the generalization of the teaching program of English at this educational level. More recently, with the publication of Decree-Law no. 176/2014, of December 12, the English language became part of the curriculum of the 1st Cycle of Basic Education with compulsory status, from the 3rd year of schooling.
Due to these changes, in recent years in Portugal, there has been a generalized growth in the supply of English teaching. It is important to point out that an activity of this scale has research that supports it. The Polytechnic of Porto and INED are proud to contribute to this level.
More than ten Portuguese higher education institutions (HEIs) are actively involved in teaching English in the context of the 1st Cycle of Basic Education, teacher training and research, and every year, hundreds of teachers and thousands of students benefit from the experience of these HEIs. On September 22, 2017, teachers and researchers of English teaching in the 1st Cycle of Basic Education of the Portuguese context met to share, discuss, reflect and develop their ideas on the following topics: evaluation, collaboration and cooperation strategies , pedagogy of gamification intercultural and plurilingual approaches, multisensory pedagogies, storytelling and, also, special educational needs.
The research articles in this collection are the result of the work promoted by teachers, trainee teachers and / or teacher trainers, and involve the discussion of classroom-based research and its reflective practices. On the one hand, this research stems from the need to systematize ideas regarding this field of specialization. On the other hand, it is the result of the need to give voice to those who were involved in promoting English learning and teaching in the 1st Cycle of Basic Education. This collection and the research that supports it are part of a portfolio of activities through which the Politécnico do Porto and INED have contributed to research in education and professional development.
Over the last few decades we have offered different courses and degrees which were considered models of good professional development and classroom practice. The publications included in this volume are available online, and aim to contribute to a broader view of teacher research in our Sensos-e journal database.
We would like to thank our colleagues and mentors from past and present who contributed to the research in this field of specialization, especially to (not forgotten) Américo Dias and Isabel Brites.
The papers present in this special issue were evaluated by a panel of experts in the area of ​​Didactics of English, Linguistics and / or Social Sciences. We would like to thank all those who played this important role, namely: Ana Raquel Simões, University of Aveiro; Ana Isabel Andrade, University of Aveiro; Celda Choupina, Polytechnic of Porto; Manuel Bernardo Canha, Polytechnic of Porto; Flávia Vieira, University of Minho; Gabriela Trevisan, School of Education of Paula Frassinetti; José António Costa, Polytechnic of Porto; Maria Alfredo Moreira, University of Minho; Mário Cruz, Polytechnic of Porto; Miguel Cuevas Alonso, University of Vigo; Miguel Santos Rego, University of Santiago de Compostela; Miguel Prata, School of Education of Paula Frassinetti; Rui Bessa, Polytechnic of Porto; Teresa Gonçalves, Polytechnic of Viana do Castelo; Sofia Araújo, University of Porto; Sandie Mourão, Universidade Nova de Lisboa; Susana Martins, Polytechnic of Porto.
Above all, we thank our friends and colleagues from across the country who participated in the PEEP Meeting and who have also contributed articles to this special issue of Sensos-e. Full Article