Portuguese as forcing language: features that should be taken intoaecount in the teaching and learning process

Abstract

The teaching of Portuguese as a foreign language can not ignore thepsycho-pedagogic principles that underlie the foreign language learning process, in school context. This text begins with a review of the individual and the contextual factors that differentiate classroom language learning. Following this literature review, the author proposes alanguage learning sequence-plan for Portuguese as a foreign language. The language learning sequence is organised within a task-based learning perspective, in accordance with the methodological principles of the communicative approach for language learning and teaching.