Orality in Portuguese as a Non-Native Language

Pedagogical challenges in intercultural contexts

Abstract

This article reflects on the challenges of teaching Portuguese as a Non Native Language, with a particular focus on oral competence, in school contexts characterized by linguistic and cultural diversity. Based on a literature review, the text aims to: (i) explore the concepts of multiculturalism and interculturality within the scope of language education and (ii) analyze challenges and discuss pedagogical implications for inclusive practices in Portuguese as a Non Native Language teaching. Orality is understood as a central axis of linguistic, school, and social integration for students who speak other mother tongues, in close articulation with the development of writing. It concludes that the promotion of intercultural pedagogical practices requires investment in teacher training, creating educational environments that recognize and value linguistic and cultural diversity as both a resource and an end.