Affordances of digital technologies for learning Portuguese as an Additional Language
DOI:
https://doi.org/10.14393/DLv18a2024-24Keywords:
Digital technologies, Narratives, Affordances, PAL learningAbstract
As Bulla and Kuhn (2020) point out, although Portuguese as an Additional Language (PLA) is related to several areas, a collective work with other disciplines within the field of Languages has not yet achieved the engagement it should. An analysis of research agendas in the area indicates a scarcity of studies dedicated to understanding the role of digital technologies in the teaching and learning process, revealing the lack of research in this field (Marques; Wojciechowski, 2021). This research aimed to analyze PLA learning experiences mediated by digital technologies. To this end, we sought to (a) investigate PLA learning experiences mediated by digital technologies of applicants to the Undergraduate Student Program (PEC-G) at the Federal University of Minas Gerais (UFMG).; (b) identify the affordances of these technologies for PLA learning; and (c) evaluate the possible impacts of these experiences on learners' perceptions. Ten students agreed to participate in narrative interviews, which were recorded, transcribed, and analyzed to identify significant units and create categories based on the regularity of the data. The analysis revealed that the most prominent affordances are using language learning apps; using translation apps; watching videos and movies; and interacting via instant messaging apps. The data show how digital technology has contributed not only to learn Portuguese but also to integrate students into the local and academic communities. Additionally, these experiences have impacted learners' perceptions in several ways, making them feel more supported, familiar, comfortable, safe, autonomous, integrated, and proficient.
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