Teaching of Portuguese writing in Senegal: the issue of textbooks
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Abstract
Mastery of written competence is crucial in the teaching/learning process of a foreign language. Portuguese, as a foreign language in Senegal (a French-speaking country), is chosen by a significant number of students from diverse sociocultural and linguistic backgrounds. The work we propose stems from a broader investigation, still in progress, and aims to analyze teachers’ perceptions of the writing activities proposed in textbooks used in the PLE class in Senegal, particularly in the Casamansa region. These perceptions allow us to highlight that the textbooks used in the Senegalese schools present some discrepancy between the topics to be addressed and the sociocultural contexts of the learners, and that the proposed writing activities focus on the final product and never on the process that leads to the written text as a final product.