Raising cul u al and di e si y awa eness in he P ima y English
class oom
Mónica Ma ins Colaço
Ma ch 2017
Rela ó io
de Es ágio de Mes ado em Ensino de Inglês no 1º Ciclo do Ensino
Básico
ACKNOWLEDGEMENTS
I would like o hank all he people who we e in ol ed in his p ojec and
suppo ed me h oughou he p ocess:
My deepes app ecia ion goes o P o esso a Dou o a Ca olyn Leslie o all he
in aluable help, a ailabili y and guidance.
A special hanks also o D a. Gab iela Cae ano, o all he us , ime and suppo
du ing he eaching p ac ice. Thank you o all he ad ices (in- and ou side he
class oom) and hank you o belie ing in me.
I would also like o exp ess my g a i ude o he Ex e na o o S. José – he
Dominican Nuns, he headmis ess o he school, he eache s – who welcomed me a
he school wi h wa m h and suppo ed my p ojec and my ideas wi hou hesi a ion.
A e y big and wa m hank you o all he s uden s in ol ed in his p ojec .
Thank you o you en husiasm, open mind, pa icipa ion and abo e all you kindness. I
was blessed o ha ing you in his p ojec and i is because o you ha I lo e his job.
My app ecia ion also goes o all he eache s o he Mas e ’s cou se and my
colleagues – some o whom I am p oud o call iends.
My inal and special app ecia ions go o my pa en s and my sis e o all hei
lo e and suppo ; my amily o hei unde s anding and abo e all my pa ne ,
Fe nando, whose uncondi ional lo e and p ecious ad ice and suppo canno simply be
exp essed by wo ds.
RAISING CULTURAL AND DIVERSITY AWARENESS IN THE PRIMARY
ENGLISH CLASSROOM
Mónica Ma ins Colaço
ABSTRACT
KEYWORDS: (in e )cul u al awa eness, di e si y, p ima y school con ex ,
English language eaching
The p esen esea ch p ojec ocuses on in es iga ing how s uden s’ cul u al and
di e si y awa eness can be aised while eaching a o eign language o young lea ne s.
Nowadays, key no ions such as di e ence and di e si y a e being eplaced by o he s o
a mo e homogenizing, s anda dizing kind, ypical o he globalised e a in which we li e.
Simul aneously, and as a consequence o his endency, he opic o in e cul u al
awa eness has been insu icien ly de eloped, especially in he o eign language
class oom in he p ima y school con ex in Po ugal. As an example o his, p ima y
cou se books eso mo e and mo e o symbols o icons in an unsuccess ul a emp o
show di e si y, ins ead o p esen ing young lea ne s wi h a deepe , mo e a ied – in a
wo d, mo e ealis ic – iew o di e ences be ween people and cul u es. I is my iew,
hen, ha he o eign language p ima y class oom is he ideal se ing o his: ha is, o
lea n abou di e si y while lea ning a new language, o acquain child en, who a e
na u ally d awn o wha is di e en , wi h a ious concep s o di e ence and o he ness,
and ul ima ely o aise be e , mo e ole an and inclusi e human beings. To do so, I
chose a small se ies o di e si y ela ed- opics which we e deal wi h in class, no in he
adi ional me hod, bu wi h he aid o new ma e ials p oduced by mysel , specially
aimed a simul aneously p omo ing he di e si y awa eness o young lea ne s, and
imp o ing hei language skills. The esul was a mo e unde s anding, mo e open, and
also mo e knowledgeable g oup o young lea ne s – p oo ha , unde he igh
ci cums ances, and wi h he co ec mo i a ion, he o eign language class oom is
indeed an op imal place o change he cu en nega i e endency o no ho oughly
de eloping he eaching o di e si y, di e ence and empa hy in class ooms.
PROMOVER CONSCIENCIALIZAÇÃO CULTURAL E DE DIVERSIDADE NA
SALA DE AULA DO 1º CICLO DO ENSINO BÁSICO
RESUMO
PALAVRAS-CHAVE: consciencialização (in e )cul u al, di e sidade, p imei o
ciclo do ensino básico, ensino de língua inglesa.
O p esen e p oje o de in es igação em como obje i o indaga como a
consciencialização das noções de cul u alidade e di e sidade pode se p omo ida em
simul âneo com a lecionação de uma língua es angei a a jo ens alunos. A ualmen e,
noções-cha e ais como di e ença e di e sidade êem-se g adualmen e subs i uídas po
ou as de uma índole mais homogeneizan e, ou es anda dizan e, ípicas da e a da
globalização em que i emos. Ao mesmo empo, e como consequência des a endência,
o ópico da consciêncialização da in e cul u alidade em sido insu icien emen e
desen ol ido, especialmen e no con ex o da sala de aula de língua es angei a do
p imei o ciclo do ensino básico em Po ugal. Como exemplo dis o mesmo, os manuais
escola es do p imei o ciclo eco em cada ez mais a símbolos ou ícones, numa
in u í e a en a i a de pa en ea di e sidade, em ez de o e ece em aos jo ens alunos
uma mais p o unda, mais a iada – numa pala a, mais posi i a e e dadei a – isão das
di e enças en e pessoas e cul u as. É minha opinião, pois, que o ensino de língua
es angei a no p imei o ciclo do ensino básico é o ambien e ideal pa a is o mesmo: is o
é, pa a ap ende sob e di e sidade ao mesmo empo que se adqui e uma no a língua,
pa a amilia iza as c ianças, que êm uma na u al p opensão pa a o que é di e en e,
com á ios concei os de di e ença e al e idade, e ul e io men e pa a educa se es
humanos mais ole an es e ece i os à inclusão. Pa a al, escolhi uma sequência de
ópicos a ins à di e sidade que o am a ados na sala de aula, não median e o mé odo
adicional, mas com o auxílio de no os ma e iais po mim p óp ia p oduzidos, e
concebidos especialmen e pa a p omo e a consciencialização de di e sidade po pa e
dos alunos e ape eiçoa as suas capacidades linguís icas. O esul ado oi um g upo de
es udan es mais comp eensi o, mais abe o e ambém mais conhecedo do ópico em
ques ão – p o a de que, sob as ci cuns âncias ce as, e com a mo i ação co ec a, a sala
de aula de língua es angei a é com e ei o um local ap op iado pa a p ocu a al e a a
a ual endência de não se desen ol e com igo a lecionação da di e sidade, da
di e ença e da empa ia.

TABLE OF CONTENTS
In oduc ion ...................................................................................................................... 1
Chap e 1 – The backg ound o his s udy ........................................................................ 1
Chap e 2 – Li e a u e e iew ........................................................................................... 2
1. In oduc ion o li e a u e e iew ............................................................................ 2
2. In e cul u alism in he o eign language p ima y class oom ................................. 2
3. P omo ing di e si y awa eness .............................................................................. 4
4. The use o di e en esou ces and di e en echniques o p omo e cul u al and
di e si y awa eness ....................................................................................................... 5
Chap e 3 – Ac ion Resea ch ............................................................................................ 7
1. Con ex .................................................................................................................. 7
2. Me hodology .......................................................................................................... 7
2.1 Resea ch ques ions ............................................................................................. 8
2.2 Ma e ials ............................................................................................................. 8
2.2.1 Theme 1 – G ee ings a ound he wo ld ....................................................... 9
2.2.2 Theme 2 – Daily ou ines a ound he wo ld ................................................ 9
2.2.3 Theme 3 – Halloween, Pão po Deus and Dia de los Mue os .................. 10
2.2.4 Theme 4 – Helping Hands ......................................................................... 11
2.2.5 Theme 5 – Pen pals and Ch is mas p ojec ............................................... 11
2.2.6 Theme 6 – Ch is mas a ound he wo ld .................................................... 11
2.3 Da a collec ion ools ......................................................................................... 12
2.3.1 Ques ionnai es ........................................................................................... 12
2.3.2 Quiz ........................................................................................................... 13
2.3.3 Teaching jou nal ........................................................................................ 13
3. Resul s .................................................................................................................... 13
3.1 Resea ch ques ions ........................................................................................... 13
3.1.1 Theme 1 – G ee ings a ound he wo ld ..................................................... 13
3.1.2. Theme 2 – Daily ou ines a ound he wo ld ............................................. 15
3.1.3 Theme 3 – Halloween, Pão po Deus and Dia de los Mue os .................. 16
3.1.4 Theme 4 – Helping Hands ......................................................................... 19
3.1.5 Theme 5 - Pen pals and Ch is mas p ojec ................................................ 22
3.1.6 Theme 6 – Ch is mas a ound he wo ld. ................................................... 24
4. Discussion ............................................................................................................... 25
4.1 In oduc ion o he discussion ........................................................................... 25
4.2 Discussion ......................................................................................................... 25
4.3 Conclusion ........................................................................................................ 28
Re e ences ...................................................................................................................... 30
Appendices .................................................................................................................... 32
1
In oduc ion
Being a o eign language eache canno only be de ined by he ac o eaching a
language and i s g amma . A o eign language eache is also a social and cul u al
manage in his/he class oom and his becomes e en mo e ele an i we bea in mind he
p ima y class oom con ex .
As an English eache in he p ima y school con ex , I belie e ha i is my du y o
each s uden s no only o lea n a o eign language bu also o make hem awa e ha when
hey lea n a language, hey a e also lea ning i s cul u e. I is impo an ha hey
unde s and ha by lea ning a o eign language hey will become awa e no only o
linguis ic di e ences bu also o di e ences be ween hei own cul u e and he one hey
a e lea ning abou . Tha is he eason why young lea ne s should be encou aged o hink
c i ically om he e y beginning and hey should ha e access o knowledge in a way
which p omo es e lec ion and awa eness.
Fu he mo e, and bea ing in mind he need o p omo e cul u al awa eness and
enable lea ne s o be mo e inclusi e, i is impo an o expand his idea o o he a eas in
o de o p omo e equali y and espec . Young lea ne s should be awa e o di e en
indi iduals and/o g oups ha a e disc imina ed agains due o hei disabili ies, sexual
o ien a ion, gende and age. In o de o p omo e equali y, lea ne s should be awa e ha
hese di e ences exis and ha many people a e disc imina ed because o hem.
Beha iou issues such as disc imina ion, bullying and/o ic imiza ion should be
conside ed as ep oachable, and eplaced by alues o equali y and ai ness.
Chap e 1 – The backg ound o his s udy
The idea o de elop his esea ch a ose o wo easons. Fi s ly, because du ing my
yea s eaching I came o no ice ha concep s such as di e si y and ole ance a e being
subs i u ed by o he s o a b oade and mo e gene ally accep ed na u e – such as pee
p essu e, social clichés o ends – o a e al oge he absen om he mind- ames o
child en – child en who, in my iew, should be less na ow-minded and mo e ole an o
di e ence. Child en ha e o be augh o espec di e si y, hus becoming mo e open-
minded adul s, and aking his in o conside a ion, he lea ning o a o eign language such
as English can play an impo an ole in eaching hem he mos basic ules o ci izenship.
The opic o p omo ing cul u al awa eness has been ho oughly de eloped in he
hi d cycle and seconda y class oom, bu i has no ye been su icien ly de eloped in he
2
p ima y con ex in Po ugal. E en hough he Me as Cu icula es [Po uguese na ional
cu iculum] (C a o, B a o & Dua e, 2014) al eady con empla e an in e cul u al domain
in he o eign language class oom, which is an indica o o he impo ance o p omo ing
in e cul u al awa eness among young lea ne s, and which he Council o Eu ope
encou ages om a e y young age, he p oblem is ha some hemes a e no as e ec i ely
de eloped as hey should be o child en o his age. A possible explana ion o he lack o
s udies in his a ea may be ha be o e English became compulso y in he Po uguese
p ima y school con ex in he school yea 2015/2016, i was only augh as an ex a-
cu icula ac i i y, and was he e o e no seen as some hing as a ac i e and impo an as
i is now.
Hence, in o de o p o e ha i is possible o each a o eign language while
educa ing young lea ne s o become mo e ole an , I decided o do his esea ch on he
impo ance o p omo ing cul u al and di e si y awa eness.
Chap e 2 – Li e a u e e iew
1. In oduc ion o li e a u e e iew
Taking ad an age o s uden s’ young ages o in oduce and each a o eign
language is e y ele an . The same may be said o he idea o p omo ing cul u al
awa eness and ins illing no ions o di e si y. The younge child en a e, he easie i is o
each hem abou human alues and igh s while a he same ime acqui ing a new
language. To do so, i is impo an o ocus on how o app oach hese opics and use
adequa e ma e ials ha aid s uden s’ unde s anding.
2. In e cul u alism in he o eign language p ima y class oom
I i is belie ed ha lea ning a o eign language a a young age can be bene icial,
hen one should conside he ad an ages o using a o eign language such as English o
p omo e in e cul u al and di e si y awa eness wi hin his age g oup. By am and Doyé
(1999) suppo his iew, and conside he p ima y school con ex as ideal o cul i a e a
men ali y o openness and cu iosi y and de elop posi i e a i udes owa ds he people who
li e in coun ies whe e he a ge language is spoken, because “child en [o his age] ha e
no ye been socialized ully in o he assump ions o hei own cul u al en i onmen , and
do no ye pe cei e he cul u al as na u al” (p. 145). Doyé (1999) in pa icula goes e en
u he , and no only conside s he p ima y school con ex o be ideal o p omo e
9
he bes ools, he bes ins umen s o ca y ou he impo an ask o p omo ing cul u al
and di e si y awa eness while s uden s lea n English as a o eign language.
Fo a be e unde s anding o how he ma e ials we e used, i is impo an o
men ion ha s uden s wo ked on six di e en hemes ela ed o cul u al and/o di e si y
awa eness. The ollowing sec ions 2.2.1 o 2.2.6 epo on how he hemes we e co e ed
and how he di e en ma e ials (Powe Poin P esen a ions, wo kshee s, songs, au hen ic
ex s, sho ilms/ ideos and games) we e used. I is impo an o men ion ha he sho
ilms/ ideos we e only used as a ein o cemen o he opics deal wi h in class.
2.2.1 Theme 1 – G ee ings a ound he wo ld
In o de o in oduce he opic “G ee ings”, s uden s e ised how people g ee each
o he in English acco ding o he di e en pa s o he day. This was an excellen
oppo uni y no only o e i y s uden s’ unde s anding o he opic as such (Appendix D –
Wo kshee 1), bu also o make hem pe cei e some hing as simple as g ee ings as an
example o cul u al di e si y.
To u he hei unde s anding, a able (Appendix E) wi h examples o g ee ings
om di e en cul u es was p esen ed. He e s uden s acknowledged how di e en ly he
day is di ided in di e en pa s o he wo ld and which g ee ings a e usually used. This
was also an oppo uni y o show how di e en ly in manne people g ee each o he
(Appendix F – Powe Poin P esen a ion 1). To u he ein o ce he idea, I in oduced a
song en i led Hello o all he child en o he wo ld (Fun English, 2014) (Appendix G).
Fo he i s home assignmen (Appendix H) s uden s we e asked o do some
esea ch and ind di e en “G ee ings a ound he wo ld”. By doing so, s uden s we e
expec ed o become awa e o he di e en g ee ings o he cul u es ha e and o ha e he
oppo uni y o sha e hei indings wi h he es o he class.
2.2.2 Theme 2 – Daily ou ines a ound he wo ld
A e s udying he gene al opic “Daily ou ines” s uden s wo ked on he daily
ou ines o child en om o he coun ies. The aim was o make s uden s become awa e o
he di e ences be ween hei own ou ines and hose o o eign child en. The opic is o
na u al in e es o child en, bu o make he ac i i y pa icula ly in e es ing s uden s
ca ied ou wo g oup ac i i ies.
In he i s ac i i y, s uden s had o p oduce a pos e (Appendix I). P ojec wo k is
always a good oppo uni y o encou age s uden s o use hei c ea i i y by wo king in

10
pai s and/o in g oups. He e each g oup had o ead abou he ou ines o a child om a
di e en coun y and ew i e he ex . The coun ies ha we e chosen o his ac i i y we e
A ghanis an, Boli ia, Canada, Finland, Gua emala, Mozambique, Myanma , Thailand and
New Zealand. Using di e en coun ies ins ead o he usual G ea B i ain o he USA was
a good oppo uni y o gi e s uden s a di e en pe spec i e as well as a be e insigh on
di e en ou ines a ound he wo ld. By doing his p ojec , s uden s we e no only
expec ed o exp ess hei cul u al and di e si y awa eness bu also o de elop hei
linguis ic skills in English. Th ough p ojec wo k, s uden s’ awa eness was aised o a
ce ain opic, and i also u he ed and de eloped awa eness amongs o he s uden s
because he inal class pos e was displayed in common a eas o he school.
In he second ac i i y, s uden s ca ied ou a Sca enge Hun , which is an
in o ma ion gap ac i i y whe e s uden s need o comple e he missing in o ma ion by
in e ac ing wi h o he g oups (Appendix J).
2.2.3 Theme 3 – Halloween, Pão po Deus and Dia de los Mue os
As in he p e ious opics, I decided o de elop he opic o Halloween om an
in e cul u al poin o iew, ins ead o making game- ype ac i i ies as is usually he case.
Hence, I p epa ed a Powe Poin p esen a ion (Appendix K) wi h a sho ideo en i led Be
you didn’ know: Halloween (His o y, 2013), ocused p ima ily on he o igins o
Halloween and, wi h he help o s uden s, unde sco ed how di e en ly i is celeb a ed
nowadays.
Ha ing alked abou he o igins and he so-called adi ional celeb a ions o
Halloween, we mo ed o he lesse -known Po uguese adi ion Pão po Deus. Jus as
be o e, s uden s we e in o med abou he o igins o Pão po Deus and lea ned how his
adi ion is s ill celeb a ed in some pa s o Po ugal. As a hi d and las opic, he Mexican
adi ion Dia de los Mue os was in oduced. S uden s lea ned how impo an his
adi ion is in Mexico, and wha Mexicans do o keep i ali e. Showing pic u es and
p esen ing a sho anima ed ilm en i led Dia De Los Mue os (The CGB os, 2013)
succeeded in ein o cing s uden s’ unde s anding o he opic. La e on, an ac i i y was
p omo ed in class, which consis ed in he making o a bookle (Appendix L). This se ed
he main pu pose o amilia izing s uden s wi h h ee e y di e en ye ela ed
celeb a ions as well as unde s anding he cul u al di e ences and simila i ies be ween
hem.
11
2.2.4 Theme 4 – Helping Hands
Ha ing s udied in class he opic “Helping Hands”, which ocused on jobs,
occupa ions and job- ela ed ac i i ies, I decided o u he de elop his opic, namely,
wi hin he domain o de eloping ci izenship awa eness.
He e I ocused on he impo ance o doing olun a y wo k and showed a
Powe Poin P esen a ion (Appendix M) wi h a sho ideo on he opic en i led Happiness
is helping o he s (Ib ahim, 2014). S uden s no only we e old abou he exis ence o
di e en kinds o olun ee s and go in ol ed in saying wha each o hese olun ee s
does, bu hey disco e ed new kinds o helpe s which we e comple ely unknown o hem.
S uden s we e hen asked o do a home assignmen and alk abou hei u u e
d eam jobs and how o he s could bene i om hem (Appendix N).
2.2.5 Theme 5 – Pen pals and Ch is mas p ojec
Uni 3 o he cou se book Backpack Gold 3 de eloped he opic Pen pals. The aim
was o s uden s o acknowledge he di e ence be ween li ing in he ci y and li ing in he
coun y and lea n he impo ance o co esponding wi h iends who li e in di e en
places.
In o de o wo k his opic om a di e si y-awa eness poin o iew, I decided o
p omo e a Ch is mas p ojec . To do so, I used a Powe Poin p esen a ion (Appendix O)
and explained o s uden s he impo ance o ha ing a pen pal and w i ing le e s. Since i
was almos Ch is mas ime, s uden s lea n abou sending le e s o San a Claus and we e
in o med ha some people w i e Ch is mas ca ds o amily and iends.
In he spi i o Ch is mas and helping o he s – which is especially impo an a he
ime o he yea – s uden s we e in o med o hei own Ch is mas p ojec : o make and
w i e Ch is mas ca ds o sick child en a he G ea O mond S ee Hospi al o London
(GOSH) (Appendix P). I had p e iously con ac ed he Hospi al and explained he main
pu pose o his p ojec . The Hospi al did no oppose he idea and welcomed i as a good
ini ia i e (A achmen Q). The same could be said o he s uden s, who welcomed he
p ojec and ca ied i ou en husias ically.
2.2.6 Theme 6 – Ch is mas a ound he wo ld
A e he Ch is mas p ojec , s uden s had a lesson on how Ch is mas is celeb a ed
a ound he wo ld. He e, he main aim was o alk abou wha people adi ionally ea , how
hey deco a e hei houses and wha hey do on Ch is mas E e.
12
Fi s and o emos , s uden s desc ibed how Ch is mas is celeb a ed in Po ugal and
wha adi ions hey ha e wi h hei amilies. Then, in con as , s uden s lea ned how
Ch is mas is celeb a ed in he Uni ed Kingdom, Ge many and Aus alia. By showing
some examples o wha people ea and wha hey usually do (Powe Poin P esen a ion –
Appendix R), s uden s acknowledged ha Ch is mas is celeb a ed di e en ly a ound he
wo ld.
2.3 Da a collec ion ools
In o de o ca y ou my esea ch I ollowed he impo an s eps o ac ion esea ch
(plan, ac , obse e and e lec ) and collec ed da a o unde s and how s uden s eac ed o
new opics and he di e en esou ces a hand, how hey see di e si y and di e ence, and
wha can be done o imp o e s uden ’s lea ning skills while using a o eign language. The
da a ga he ing ools consis ed o ques ionnai es, quizzes and e lec ions egis e ed in a
eaching jou nal. I is impo an o men ion ha he esul s o classwo k (p ojec ) and
home assignmen s we e also used o ga he e idence.
2.3.1 Ques ionnai es
The ques ionnai es (Appendices S, T, U, V and W) had ei he open o closed
ques ions, and ocused mainly on collec ing in o ma ion on wha s uden s al eady knew
abou a ce ain opic and wha hey had acqui ed as new om de eloping i in class. All
ques ions we e easy o unde s and and we e o mula ed in English and Po uguese. The
layou was child- iendly and he use o pic u es p o ed appealing o child en. The
ques ionnai es we e dis ibu ed indi idually and had wo speci ic pu poses: on he one
hand, o help s uden s e lec and exp ess hei eelings and iews on he opic hey lea n
and, on he o he hand, o collec in o ma ion on how s uden s eac ed o he opic, bo h o
which a e e y impo an indica o s o wha s uden s know and how hey eac o wha is
new and un amilia o hem.
The esul s o he ques ionnai es a e p esen ed quan i a i ely in o m o g aphs
and esul s a e exp essed ei he in numbe o s uden s o in pe cen ages. Fo he open
ques ions, esponse ca ego ies we e de eloped in o de o ease he analysis and a e
p esen ed in g aphs (numbe o s uden s/pe cen ages).
13
2.3.2 Quiz
The quiz (Appendix X), which is simila o a small es , consis ed o simple
ques ions ( ue/ alse answe s), and se ed he pu pose o e ealing wha s uden s lea n
abou “G ee ings a ound he wo ld” deal wi h in class. The quiz was ca ied ou
indi idually a he end o he uni and esul s a e p esen ed in a g aph and analysed
acco ding o he numbe o s uden s o pe cen age o he esponden s.
2.3.3 Teaching jou nal
Keeping a jou nal and w i ing down wha was obse ed in class, ha is, eco ding
in o ma ion abou how s uden s wo ked and wha hey said, he ques ions hey asked o
wha hey enjoyed, helped me unde s and how s uden s eac ed o a ce ain opic. These
esul s a e p esen ed as ex ac s.
All he a o emen ioned ools esul ed in hei own, speci ic kind o da a. By
analyzing he esul s – bo h quali a i ely and quan i a i ely – and e lec ing on s uden s’
answe s, I was able o ealize how child en saw and coped wi h di e si y and di e ence.
3. Resul s
3.1 Resea ch ques ions
Ha ing de e mined he gene al opic a ea o esea ch, my esea ch ques ions we e
o mula ed as ollows:
1. Is i possible o aise di e si y and cul u al awa eness while eaching a o eign
language?
2. Will s uden s become awa e o he di e ence and become mo e mo i a ed and
engaged o lea n?
3.1.1 Theme 1 – G ee ings a ound he wo ld
Wo king on he opic g ee ings and especially in oducing young lea ne s o he
a ious g ee ings people use a ound he wo ld, p o ed o be a e y e ec i e way o
ins illing di e si y and in e cul u al no ions. S uden s ecei ed i well, as g ee ings a e
some hing sha ed by all, and ye showed admi a ion ha he e could be such di e en and
o iginal salu a ions a ound he wo ld, so much so, ha when gi en a home assignmen ,
which consis ed o sea ching o u he g ee ings (Appendix H – Homewo k) and
p esen ing hem in class, p esen a ions we e done wi h g ea en husiasm and s uden s
we e eage o sha e hei indings wi h o he s.
14
Palpable p oo o his may be ound in my eaching jou nal, whe e I w o e: “Some
s uden s old me a he end o he class ha hey downloaded he song and ha hey eally
liked i . Some s uden s said ha hei a ou i e exp ession was he Japanese g ee ing:
Konnichiwa. The mains eam eache in o med ha some pa en s commen ed posi i ely
on he home assignmen and enjoyed helping hei child en doing he homewo k.”
(Teaching jou nal, Sep embe 26, 2016)
A quiz was dis ibu ed on his opic (Appendix X) and esul s a e shown below.
Figu e 1: Resul s o he Quiz “G ee ings a ound he wo ld” exp essed as numbe s o
s uden s.
As is shown in Figu e 1, he majo i y o s uden s e ealed hey had acqui ed
knowledge abou g ee ings o he han hei own, and hence had a posi i e con ac wi h
basic no ions o di e si y. This is especially isible in ques ions 1, 3, 4 and 6, whe e he
as majo i y o he s uden s answe ed he ques ions co ec ly, which e eals ha hey
unde s ood he exis ence o di e en g ee ings and now knew ha he day is di ided
di e en ly om cul u e o cul u e. The answe s gi en o ques ions 2 and 5 e ealed ha
some s uden s we e unable o ela e he g ee ing wi h he coun y, which can be explained
by he simple ac ha s uden s o such ende age, and such limi ed memo y, may s ill
ha e di icul ies in ela ing a speci ic g ee ing wi h i s espec i e coun y.
All in all, he main pu pose o his ac i i y was achie ed, as s uden s became
awa e ha di e se g ee ings means di e en ways o seeing he ime, as well as di e en
ways o li e, as exp essions o cul u es di e en om hei own.

15
3.1.2. Theme 2 – Daily ou ines a ound he wo ld
Ha ing ocused on daily ou ines a ound he wo ld s uden s we e asked o answe
a ques ionnai e (Appendix S). He e he ques ions ocused mainly on unde s anding i
s uden s had become mo e awa e o he di e en ou ines and di e en ways o li e o
child en a ound he wo ld: child en who jus like hem, a e s uden s and go o school. The
esul s o he ques ionnai e may be seen below (Figu e 2).
Figu e 2: Resul s o he Ques ionnai e “Daily ou ines a ound he wo ld” exp essed as
numbe s o s uden s.
The s udy shows ha all wen y-six s uden s (100%) had become awa e ha
child en wake up and go o bed a di e en imes and ha hey go o school in di e en
ways. And e en hough, when ocusing on ou ines done “be o e/a e ” school, no all
s uden s p oduced he same answe s – pe haps due o he g ea e speci ici y o he
ques ions a hand –, he majo i y acknowledged he gene al no ion ha child en a ound
he wo ld do no ha e he same ou ines – which, as was said, was he main pu pose o he
ac i i y. Cu iosi y was so palpable, and he opic had such a posi i e impac on s uden s,
ha some o hem e en asked me i he ex s we e au hen ic and i some o he ou ines
we e eal. Ha ing been assu ed ha all ex s we e au hen ic, all s uden s eac ed wi h
su p ise and con en men and de ini i ely acknowledged ha di e ence is e e ywhe e in
li e, e en in some hing as na u al as daily ou ines. S uden s ela ed his o pe sonal
expe iences and one s uden e en sha ed he ollowing: “I ha e a cousin who li es ab oad
and he usually s a s school a he ime I usually wake up. A he beginning I hough his
was odd and maybe no ue, bu now I unde s and ha ou ines a e di e en om child o
child and ha hey di e e en mo e be ween coun ies” (Teaching jou nal, Oc obe 26,
16
2016). In sho , mos s uden s enjoyed lea ning abou he ou ines o child en om o he
coun ies (Figu e 3) and all liked doing he Sca enge Hun in he class (Figu e 4).
In conclusion, he esul s ob ained h ough he use o he esea ch ools show ha
he making o he pos e , as well as he Sca enge Hun we e no only exci ing bu also a
e y use ul lea ning expe ience. Bo h ac i i ies p o ed e y e ec i e because e en
hough hey we e also in ended o de elop s uden s’ eading, w i ing and speaking skills,
h ough i , s uden s no only imp o ed hose skills bu a he same ime acqui ed a
di e en insigh on he ou ines om child en o di e en cul u es. This, I belie e,
allowed hem o ela e he opics o “G ee ings” and “Daily Rou ines”, and o consolida e
no ions o di e si y and possible in e cul u al exchange.
3.1.3 Theme 3 – Halloween, Pão po Deus and Dia de los Mue os
The pu pose o his opic was o ake a s ep e en u he om wha s uden s had
al eady acqui ed as a as basic di e si y and o he ness no ions a e conce ned; in his case,
by mo ing away om he di e en ac ions people do e e y day – “G ee ings” and “Daily
Rou ines” – and opening hei minds o mo e speci ic, ye mo e meaning ul occasions,
and he di e en shapes di e si y may acqui e in hem, such as celeb a ions (3.1.3, 3.1.5
and 3.1.6).
In o de o e i y his, a ques ionnai e (Appendix T) was ca ied ou ega ding
wha s uden s had lea ned abou he opic o celeb a ions and wha hey enjoyed mos in
i . Resul s a e shown below.
Figu e 3: Pe cen age o s uden s who
enjoyed lea ning abou he di e en
ou ines in class.
Figu e 4: Pe cen age o s uden s who
enjoyed doing a Sca enge hun .
17
Figu e 5: Ques ionnai e on he h ee celeb a ions: Halloween, Pão po Deus and Dia de
los Mue os exp essed as numbe s o s uden s.
As can be seen in Figu e 5, he e we e di e en eac ions o di e en cul u al
exp essions, as well as o hei o igins; esul s which we e o be expec ed gi en he
ci cums ances. Fo ins ance, mos s uden s we e al eady acquain ed wi h he adi ion o
celeb a ing Halloween. Howe e , hey we e unawa e ha Halloween is an ancien
adi ion. As o he Po uguese Pão po Deus i was su p ising o ind ha 50% o he class
– ha is, hi een s uden s – knew abou he adi ion, bu he majo i y, ha is, 81%
( wen y-one s uden s), knew no hing abou i s o igin. Finally, as o he Mexican adi ion,
92% o he esponden s ( wen y- ou s uden s) e ealed ha hey we e comple ely
unawa e o his pa icula celeb a ion.
As o hei pe sonal expe ience ela ed o such celeb a ions, unsu p isingly, he
majo i y o s uden s answe ed posi i ely when asked i hey had al eady celeb a ed any o
he celeb a ions in ques ion (Figu e 6). Acco ding o Figu e 7, which complemen s Figu e
6, he su ey shows ha Halloween was he celeb a ion mos s uden s ha e celeb a ed.
Only one s uden (4%) e ealed ha ing celeb a ed Pão po Deus, while wo s uden s (8%)
answe ed ha ing celeb a ed bo h Halloween and Pão po Deus. The Mexican adi ion
was no celeb a ed by any o he esponden s – esul s which again we e o be expec ed.
18
Figu e 6 – Pe cen age o esponden s who ha e
celeb a ed any o he h ee celeb a ions discussed
in class (Halloween, Pão po Deus and Dia de los
mue os).
As o child en’s p e e ence o he celeb a ions, di e en esul s we e ound, and
hese a e e y ele an om an in e cul u al pe spec i e. Hence, when asked abou he
celeb a ion hey enjoyed he mos , i is in e es ing o obse e (Figu e 8) ha Halloween
and Dia de los Mue os we e he ones s uden s liked he mos , whe eas he Po uguese
adi ion p o ed o be less appealing. A possible eason o his may, o cou se, be ha ac
ha child en a e o e -in luenced by o he cul u es, especially he Ame ican adi ion, wi h
which hey ha e con ac h ough ilms and se ies and which is celeb a ed wi h g ea
en husiasm e en by adul s. Bu he ac ha hese we e selec ed as he mos in e es ing
also shows ha child en ha e a na u al a ac ion o wha is new and di e en , in o he
wo ds, a p opensi y owa ds emb acing and e en adop ing di e en cus oms and cul u es
in gene al, which in my opinion may be seen as p oo o his ac i i y’s o e all success.
Figu e 8: Pe cen age o esponden s e ealing hei p e e ence.
Figu e 7 – Pe cen age o
esponden s men ioning he
adi ion hey ha e al eady
celeb a ed.
25
4. Discussion
4.1 In oduc ion o he discussion
As said be o e, my wo esea ch ques ions we e: 1) Is i possible o aise di e si y
and cul u al awa eness while eaching a o eign language; and 2) Will s uden s become
awa e o he di e ences and become mo e mo i a ed and engaged o lea n? In o de o
answe hem (as shown in 3.1.1-3.1.6), I a emp ed o de elop lessons which would
p omo e cul u al and di e si y awa eness while lea ning a o eign language and ga he ed
da a o e i y i his would indeed p o e easible and ele an o bo h eache s and
s uden s.
4.2 Discussion
While wo king on he opic “G ee ings a ound he wo ld” (Theme 1), i is
no iceable om analysing he ques ionnai es and looking a my e lec ions, ha s uden s
unde s ood he impo ance o lea ning abou he di e en g ee ings used by o he cul u es.
S uden s we e in e es ed and engaged o u he hei knowledge, which was no only
isible in class – s uden s asked o he able (Appendix 9) and downloaded he song – bu
also h ough he eedback ha came om pa en s.
A e analysing he quiz, howe e , a deepe consequence o his esea ch opic
a ises; namely, ha by lea ning abou some hing as simple as g ee ings, and he
di e ences be ween hem and o he cul u es, s uden s no only pe cei ed g ee ings as pa
o di e en men ali ies and ways o li ing – hei own and o he s’ – bu unde s ood hem
as only one o he many small aspec s ha a y be ween cul u es, and e en wi hin
cul u es, which made hem begin o disce n he g ea e scale o he opic o di e si y;
which, in my opinion, is a pe ec example o wha By am in ends wi h his sa oi
app end e. And e en hough esul s indica e ha some exp essions we e no always
co ec ly ela ed o a ce ain coun y/cul u e, hus showing ha s uden s may a i s
s uggle wi h basic concep s o di e ence, i is impo an o s a e ha his is pe ec ly
na u al. The main objec i e was o s uden s o unde s and ha he e a e di e en
g ee ings used o he di e en pa s o he day and ha people g ee each o he di e en ly
– and ha in his aspec , as in o he s (3.1.2-3.1.6), people om di e se cul u es a e
di e en om hem, bu hey also di e om o he s. This was, in my opinion,
success ully achie ed.
The second heme wo ked in class – “Daily ou ines a ound he wo ld” – enabled
s uden s o alk abou hei own ou ines and unde s and and desc ibe daily ou ines o he s

26
ha e. De eloping his opic wi hin an in e cul u al pe spec i e, as i was ca ied ou in
class, u ned ou o be e y e ec i e, and he bes way possible o p esen he opic.
S uden s became awa e no only o he exis ing di e ences be ween one ano he bu also
o he di e en ou ines child en o hei age ha e a ound he wo ld – and hus, pe cei ed
ha hey hemsel es a e unwi ing pa icipan s in he game o di e si y, inasmuch as hei
inies e e yday ac ion di e s om someone else’s inies e e yday ac ion, and his om
cul u e o cul u e (in sho , a ine example o wha Lee (quo ed in T oncoso, 2010)
sugges s, acco ding o whom child en should go beyond he supe icial meanings o icons
and ind deepe laye s o meaning in he con en s p esen ed o hem). This idea was
ein o ced wi h indings which indica e ha s uden s acknowledged he di e en habi s
and ou ines, and especially enjoyed i while doing he Sca enge Hun in he class oom.
Theme 3 was de eloped om an in e cul u al poin o iew and e ealed o be
e y meaning ul. S uden s we e able o look a Halloween om a poin o iew di e en
om how i is usually app oached in class – mo e in o ma i e and no as play ul – and
lea n ha he e a e simila adi ions celeb a ed a ound he same ime o he yea , such as
Pão po Deus, in Po ugal, and Dia de los Mue os, in Mexico.
The indings show wo laye s o analysis. On a mo e supe icial le el, we a e
shown ha mos s uden s did no know abou he Po uguese adi ion Pão po Deus, no
abou he Dia de los Mue os, and ha he majo i y had al eady celeb a ed Halloween, bu
did so wi hou knowing i s o iginal meaning. This is in i sel ele an , no only because i
demons a es he in luence mains eam cul u e exe s on child en, bu also ha his
in luence can be so powe ul ha i silences o he exp essions o di e si y. Some s uden s,
while demons a ing ha hey unde s ood his ha m ul endency, and ha hey wan ed o
a oid i , sha ed hei in en ion o hence o h celeb a ing bo h adi ions, Halloween and
Pão po Deus, because hey unde s ood why hese adi ions exis and why people make
an e o o keep hem ali e. On a deepe le el, howe e , he indings show some hing
e en mo e in e es ing. Namely, ha e en hough hey had jus become acquain ed wi h
bo h he Po uguese and he Mexican adi ions, hey immedia ely showed mo e in e es
o he o eign adi ion han o hei own. This, o cou se, did no mean ha hey
neglec ed hei own adi ion. Qui e on he con a y, s uden s ended up lea ning some hing
unknown, and hence p ecious, abou hei own cul u e, and his by compa ing i wi h one
o eign o hem (which may be clea ly ela ed wi h By am’s sa oi ê e (a i udes),
namely in wha conce ns expe iencing mo e abou one’s own alues, belie s, beha iou s
h ough o he cul u es). This shows, on he one hand, ha i is no only possible o
27
p omo e s uden s’ enjoymen o di e ence, bu , on he o he hand, ha young lea ne s
end o na u ally adhe e o wha is di e en mo e p omp ly, and in a mo e engaging way,
han o wha is hei own – which shows a na u al endency in child en o adop , wha is
di e en .
Theme 4 – “Helping hands” – again u he ed he opic o di e si y awa eness. I
e ealed ha mos s uden s ha e a e y posi i e a i ude owa ds helping o he s in need
and p o ed ha hey ecognize he impo ance o doing olun a y wo k. Lea ning abou
he impo an e ec human and animal helpe s ha e in peoples’ li es made s uden s
become awa e o hei own oles and e lec how hei ac ions and e en u u e job
in en ions may ha e an impac on o he s. Di e si y, s uden s lea ned, is no jus some hing
ha exis s as such, a he i can be ac ed upon, moulded and accen ua ed, and his e en by
human beings as young as p ima y class oom s uden s.
The idea o in e ac ing and/o e ec i ely helping people in need was u he
de eloped in heme 5. Besides acknowledging he impo ance o w i ing le e s o o he s,
s uden s became awa e ha w i ing a le e o a pe son in need may ha e he same
posi i e e ec as being a olun ee and helping o he s. Tha is why he Ch is mas p ojec
– w i ing Ch is mas ca ds o sick child en a a Hospi al in London – was pe cei ed as he
embodimen o Theme 4, and he e o e so well ecei ed and enjoyed by s uden s. The
indings o he s udy (ques ionnai e) ein o ced his idea inasmuch as he majo i y
exp essed ha doing he Ch is mas p ojec was so in e es ing because i el good o help
o he s – e en i he inal esul o his ac o kindness was no seen. Ye , i is impo an o
men ion ha a e ha ing sen he ca ds o he hospi al, s uden s asked o news: “A g oup
o s uden s asked i he ca ds had al eady been sen o he hospi al. Some s uden s asked i
I had liked he ca ds and i he child en would like hem oo.” (Teaching jou nal,
Decembe 14, 2016). This p o es ha s uden s a e no indi e en o he su e ing o
o he s, and ha hey we e genuinely in e es ed o know i hei ca ds had had he in ended
e ec , and b ough some joy o he sick child en a he G ea O mond S ee Hospi al o
London.
The las heme s udied in class, “Ch is mas a ound he wo ld”, allowed s uden s o
ha e a di e en pe spec i e on how Ch is mas is celeb a ed a ound he wo ld. By i s
seeing how Ch is mas is celeb a ed in Po ugal, s uden s became awa e ha no all
Po uguese amilies ha e he same adi ions. The collec ed da a also showed ha many
s uden s did no know ha Ch is mas is celeb a ed di e en ly a ound he wo ld and ha
he e a e o he adi ions and special celeb a ions besides Ch is mas E e. The bigges
28
impac howe e , was when some s uden s ealized ha some cul u es do no celeb a e
Ch is mas and ins ead celeb a e Hannukkah and Kwanzaa. These indings a e especially
isible a e analysing he ques ionnai e, whe e hal o he esponden s showed in e es o
u he hei knowledge on his ma e . This is e idence ha cul u al awa eness can be
aised while a o eign language is augh and s uden s become mo e mo i a ed and
engaged o lea n.
4.3 Conclusion
A e analysing he collec ed da a and ha ing in mind how s uden s eac ed o
each opic de eloped in class, I am awa e ha s uden s enjoyed he ac i i ies and we e
mo e in e es ed and engaged in lea ning due o his choice o opics. This, o cou se, no
only e ealed o be ideal o de elop s uden s’ cul u al and social awa eness, bu , wi hou
hei no icing, language skills we e also imp o ed. O special impo ance, and wi hou a
doub a key o success, was he use o au hen ic ma e ials and hei p esen a ion in a child-
iendly bu also e y engaging way (as sugges ed by T oncoso, 2010 and Cio nei &
Dina, 2015). Elabo a ing he lessons om sc a ch and looking o adequa e ma e ial was
he mos challenging pa o he whole p ocess, bu i was also undeniably he mos
ewa ding, and he mos p o i able in e ms o he s uden s’ de elopmen . Seeing how
s uden s o his age g oup eac ed o wha is di e en and seeing how hey eac o i a e
he analysis o hese hemes made me ealize ha eaching a language using his app oach
may be mo e e ec i e han eaching g amma and s uc u e pe se, and is su ely mo e
ewa ding in pe sonal e ms bo h o he eache and s uden s. In sho , he esul s o he
s udy a e e y posi i e and show ha s uden s o his age g oup a e na u ally ecep i e o
accep ing di e si y and lea n in a mo e engaging way when hey can ela e o he opic in
discussion. Making s uden s become awa e o hemsel es and o he s and eaching hem o
accep and espec wha is di e en while a he same ime lea ning a o eign language is
he pe ec combina ion o ha e a u u e gene a ion ha knows how o communica e wi h
o he s and espec s hei belie s.
I s ongly belie e ha his kind o app oach is mo e bene icial o bo h eache s
and s uden s. As a eache I ealized ha i is undeniably ha de and mo e ime consuming
o p epa e ou own ma e ial, bu in he end, his is undoub edly mo e in e es ing, engaging
and mo i a ing. No only do s uden s espond be e and a e mo e in e es ed o lea n
English, bu hey also ealize ha he e a e di e ences be ween hei own eali y and
o he s and hope ully lea n o become be e human beings.
29
Ca ying ou his ac ion esea ch made me ealize ha i is no an easy ask o aise
di e si y and in e cul u al awa eness in he class oom and especially wi h young lea ne s
bu i becomes a cons an joy i we do i wi h passion and in an engaging way as I
a emp ed o do.
30
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h ps://www.you ube.com/wa ch? =jCQnUuq-TEE
T oncoso, C. R. (2010). The e ec s o language ma e ials on he de elopmen o
in e cul u al compe ence. In B. Tomlinson & H. Masuha a (Eds.), Resea ch o
ma e ials de elopmen in language lea ning (pp. 83-102). London and N.Y.:
Con inuum.
Uni ed Na ion (1989). UN con en ion on he igh s o he child. Re ie ed om:
h p://www.unhc .o g/49e479d111.h ml
Volkmann, L. (2015). Li e a y li e acy and in e cul u al compe ence: u he ing s uden s’
knowledge, skills and a i udes. In W. Delano, M. Eismann & F. Ma z (Eds.),
Lea ning wi h li e a u e in he EFL class oom (pp. 49-66). F ank u am Main:
Pe e Lang.
32
Appendix A
Consen le e o he school
Exmª Di e o a Pedagógica e/ou Di eção Ge al,
O meu nome é Mónica Ma ins Colaço, e é com mui o gos o que es ou a es agia du an e o
1º pe íodo des e ano le i o no Ex e na o S. José.
Es ou a aze um Mes ado em Ensino de Inglês no 1º Ciclo do Ensino Básico, na Faculdade de
Ciências Sociais e Humanas da Uni e sidade No a de Lisboa, o que implica que aça - du an e o
es ágio - um pequeno p oje o de in es igação. Es e p oje o se á incluído no meu ela ó io inal e
in i ula-se: Raising cul u al and di e si y awa eness in he P ima y English class oom [P omo e uma
consciência de cul u alidade e di e sidade na sala de aula de Inglês do 1º CEB].
Ap ende uma língua es angei a em idade p ecoce é bené ico pa a as c ianças, não só
po que lhes pe mi e ap ende uma língua no a, mas po que lhes dá a conhece oda uma no a
cul u a, ou cul u as, di e en es das deles. É es a, aliás, a idade ideal, e a sala de aula do 1ª Ciclo o
ambien e ideal, pa a p omo e es es ópicos, pois quando os jo ens ap enden es ap endem uma
língua, podem ao mesmo empo se es imulados a o na em-se mais abe os e ole an es em elação
àquilo que é habi ualmen e conside ado “di e en e”. Os objec i os são pois cla os: po um lado, usa
a língua inglesa, e a ap endizagem da mesma, como eículo de conhecimen o de no as cul u as,
no os ocabulá ios, no os mundos – e ambém de ou as condições (disc iminação com espei o a
de iciências, géne o ou idade); numa pala a, di e enças com os quais as c ianças êm pouco
con ac o, e que de em ap ende a conhece . Po ou o lado, jus amen e po in e médio da língua
inglesa, p e endo da a conhece numa no a luz às c ianças o que lhes é no o, ou di e en e,
mos ando-o como bom e bené ico, assim p omo endo nelas um maio sen ido de igualdade,
inclusão e jus iça. Pois, no undo, os jo ens ap enden es de em es a p epa ados pa a comp eende
e acei a pessoas de ou as cul u as, as quais, com a excepção de di e en es alo es, c enças,
pe spec i as e línguas, são em udo iguais a eles.
Po conseguin e, enho po es e meio solici a a ossa au o ização pa a pode desen ol e o
meu p oje o en e se emb o e dezemb o de 2016 – pe íodo o icial do meu es ágio -, e inclui os
dados ecolhidos como ma e ial de es udo pa a o meu ela ó io inal. Os dados ecolhidos basea -se-
ão em ques ioná ios, ichas de abalho e abalhos de p oje o ealizados pelos alunos, mas semp e
com o in ui o de ga an i o anonima o de cada um. É impo an e de salien a , ambém, que a
emá ica do meu p oje o se á abalhada pon ualmen e – uma ez po unidade –, assim ga an indo
que não ha e á al e ação ao cu ículo es abelecido e que o p og ama de inglês pa a o 4º ano se á
espei ado.
Pa a além da au o ização ei a à Di eção do Ex e na o S. José, se ão en iadas ca as de
consen imen o aos Enca egados de Educação, a im de in o má-los do meu p oje o e pedi a
pa icipação dos seus educandos nos meus es udos. Nas ca as de consen imen o é dado a conhece
o oco do meu p oje o, e dada a ga an ia de que as c ianças pe manece ão anónimas em qualque
ci cuns ância e que nunca se ão i adas o og a ias nem ob idas imagens que da ins i uição que das
c ianças.
Os Enca egados de Educação, bem como os seus educandos, o am in o mados de que a
qualque momen o o seu educando pode escolhe não pa icipa , e que as in o mações ob idas se ão
e e idas no meu ela ó io inal de mes ado e e en ualmen e em a igos académicos e con e ências.
Desde já ag adecendo a ossa comp eensão, subsc e o-me a enciosamen e
Mónica Ma ins Colaço
Lisboa, 26 de se emb o de 2016
Mónica Ma ins Colaço
_______________________________
P o esso a Dou o a Ca olyn E. Leslie
O ien ado a de Es ágio
FCSH, Uni e sidade No a Lisboa
_______________________________
33
Appendix B
Consen le e o pa en s/legal ca egi e s
Ca os Pais e Enca egados de Educação,
O meu nome é Mónica Ma ins Colaço, e é com mui o gos o que i ei es agia
com o seu educando du an e o 1º pe íodo des e ano le i o.
Es ou a aze um Mes ado em Ensino de Inglês no 1º Ciclo, na Faculdade de
Ciências Sociais e Humanas na Uni e sidade No a de Lisboa. O mes ado implica que
du an e o es ágio aça um pequeno p oje o de in es igação, que se á incluído no meu
ela ó io inal. O meu abalho in i ula-se: Raising cul u al and di e si y awa eness in he
P ima y English class oom [P omo e uma consciência de cul u alidade e di e sidade na
sala de aula de Inglês do 1º CEB].
Po conseguin e, enho po es e meio solici a a ossa au o ização pa a pode
inclui o seu educando nes e p oje o que ai deco e en e se emb o e dezemb o de
2016, du an e o meu es ágio.
Depois de pedida au o ização ao seu educando pa a a/o inclui no meu es udo, a
ecolha de dados se á e ec uada median e o uso de ques ioná ios, ealização de ichas
de abalho e abalhos de p ojec o ei os em pa es ou em g upos. A ins i uição, odos
os seus uncioná ios e as c ianças pe manece ão anónimas em qualque ci cuns ância.
Nunca se ão i adas o og a ias nem ob idas imagens, nem da ins i uição nem das
c ianças.
In o mo que a qualque momen o o seu educando pode escolhe não pa icipa nas
a i idades, e que as in o mações ob idas se ão e e idas no meu ela ó io inal de
mes ado e e en ualmen e em a igos académicos e con e ências.
Se i e ques ões a coloca , ag adeço que me con ac em pessoalmen e a a és
da p o esso a i ula da u ma.
Fica ei mui o g a a se de au o ização pa a que o seu educando possa pa icipa
no meu es udo. Solici o que es a au o ização seja assinada e en egue ão b e emen e
quan o possí el.
Subsc e o-me a enciosamen e
Mónica Ma ins Colaço
Lisboa, 26 de se emb o de 2016
Mónica Ma ins Colaço
________________________
P o esso a Dou o a Ca olyn E. Leslie
O ien ado a de Es ágio
FCSH, Uni e sidade No a Lisboa
_______________________________
Eu, __________________________________________ Enca egado de Educação de
__________________________decla o que ui in o mado(a) dos objec i os do p oje o
in i ulado Raising cul u al and di e si y awa eness in he P ima y English class oom
[P omo e uma consciência de cul u alidade e di e sidade na sala de aula de Inglês do 1º
CEB], e au o izo o meu educando a pa icipa no es udo.
Da a: __________
Assina u a:_______________________________________________________
34
Appendix C
Consen le e s o s uden s
41
Appendix J
Sca enge Hun on “Daily ou ines a ound he wo ld”
Di ec ions: Go a ound he class and alk o each g oup. Collec as
much in o ma ion as possible o comple e he able. W i e he
name o he child/child en.
Good luck explo ing!!
Find ou who…
Name(s) o he child/child en
… ge s up be o e 7a.m.
… ides a bicycle o school
… eeds animals/pe s be o e
school
… says a p aye in he mo ning
… s a s classes/school be o e 9
a.m.
… has lunch a home
… s a s school a e lunch (in he
a e noon)
… p ac ices spo s a e school
… does his/he homewo k a e
school
… goes o bed/ o sleep be o e 9:30
p.m.

42
Appendix K
Powe Poin P esen a ion numbe 2 – Halloween
43
Appendix L
Bookle on Halloween and Pão po Deus
44
Appendix M
Powe Poin P esen a ion numbe 3 – Helping Hands
45
Appendix N
Home assignmen – When I g ow up I wan o be…
46
Appendix O
Powe Poin P esen a ion numbe 4 – Pen Pals and Ch is mas p ojec

47
Appendix P
Ch is mas p ojec
48
Appendix Q
E-mail exchange
F om: monica colaco [mail o:[email protected]]
Sen : 21 No embe 2016 23:05
To: FOITeam
Subjec : Reques o sending le e s o pa ien s
Dea Si o Madam,
My name is Mónica Colaço and I am cu en ly doing a Mas e s a he New Uni e si y o
Lisbon, Po ugal, in Teaching EFL in he p ima y school. Gi en ha my hesis deals wi h
P omo ing In e cul u al and di e si y awa eness while eaching a o eign language, I ha e
de eloped akin opics wi h my s uden s in o de o make hem become awa e o di e en
cul u es, bu also o di e en human condi ions o si ua ions, such as disabili ies o
illnesses.
Hence, and bea ing in mind ha Ch is mas is as app oaching, I hough i would be
in e es ing o ask my s uden s o w i e some le e s in (basic) English, and send hem o
child en ha may ind some com o in hei wo ds – in his pa icula case, child en
s aying a you hospi al; an ini ia i e which was al eady welcomed by my school, and
which only awai s you app o al in o de o be ul illed.
In a wo d, I, as well as my young s uden s (9/10 yea s old) would e y much app ecia e i
i you would gi e us pe mission o w i e Ch is mas le e s and pos ca ds o child en in
you hospi al.
Looking o wa d o hea ing om you,
You s since ely,
Mónica Colaço
----------------------------------------------------------------------------------------------------------
F om: Communi y E en s <Communi y.E en [email protected]>
Sen : 11/22/16 a 1:13 PM
To: '[email protected]'
Dea Monica,
Thanks o you email – my colleague has passed his on o ou eam in Communi y
Fund aising. I ’s g ea o hea ha you a e in e es ed in using le e w i ing as a ool o
you EFL eaching – un o una ely, we canno pass le e s on o indi idual child en bu
you a e mo e han welcome o use his as an exe cise and send he le e s o ou cha i y
add ess, which can be ound in my email signa u e.
I you a e in e es ed in lea ing a Ch is mas message, we ha e an online s ocking appeal,
which allows people o lea e messages o he hospi al wi h hei name nex o a i ual
s ocking: h p://s ockingappeal.gosh.o g/ A selec ion o hem will be displayed in he
hospi al o pa ien s and s a o ead.
I hope you ind his in o ma ion use ul – do le me know i I can be o u he help.
All he bes ,
Jona han Tebble
Fund aising Assis an |Communi y Fund aising
G ea O mond S ee Hospi al Child en's Cha i y
40 Be na d S ee , London WC1N 1LE
T: 020 3841 3210
49
Appendix R
Powe Poin P esen a ion numbe 5 – Ch is mas a ound he wo ld
50
Appendix S
Ques ionnai e on he opic “Daily ou ines a ound he wo ld”.
Do you hink ha all a ound he wo ld...
Achas que em oda a pa e do mundo...
Did you like o lea n abou he ou ines o child en om di e en
coun ies?
Gos as e de ap ende sob e as o inas de c ianças de di e en es países?
Did you like he Sca enge hun in he class oom?
Gos as e da Sca enge hun (=caça ao esou o)na sala de aula?
All child en wake up a he same ime?
Todas as c ianças aco dam à mesma ho a?
School s a s a he same ime?
A escola começa à mesma ho a?
Be o e school all child en ha e he exac same
ou ines?
An es da escola odas as c ianças êm as mesmas o inas?
Child en go di e en ly o school (ex: by
ca /bus/bicycle, on oo … e c.)?
As c ianças ão de o ma di e en e pa a a escola? (ex: de
ca o/au oca o/ bicicle a, a pé...e c.)?
School ends a he same ime o all child en?
A escola acaba à mesma ho a pa a odas as c ianças?
A e school child en ha e di e en ac i i ies like
dancing, p ac icing spo s, wa ching TV…e c?
Depois da escola as c ianças êm a i idades di e en es, como
dança , p a ica despo o, e TV...e c?
All child en go o bed a he same ime?
Todas as c ianças ão pa a a cama à mesma ho a?
Yes No I don’ know