LANGUACULTURE IN CELPE-BRAS EXAM AND THE CHALLENGES FOR AN INTERCULTURALLY SENSITIVE TEACHING
Linguaculture; Interculturality; Portuguese as a Foreign Language; Celpe-Bras; Provoking Elements.
This dissertation focuses on the analysis of Provoking Elements (EPs) and interaction scripts used in the oral component of the Celpe-Bras exam, through the lens of interculturally sensitive communicative competence. It aims to understand to what extent these materials activate linguacultural dimensions and promote the development of intercultural awareness among candidates. To this end, three editions of the Celpe-Bras exam—spanning over a decade—were analyzed to examine how the EPs and scripts require the activation of both explicit and implicit cultural knowledge, and whether an intercultural perspective is present across the selected editions. The study also reflects on the pedagogical implications for teaching Portuguese as a foreign language (PFL). Grounded in the field of Applied Linguistics, the research adopts a qualitative and interpretative approach, drawing on theorists such as Kramsch (1993, 1998), Baker (2015, 2022), Byram (1997, 1998), Risager (2006), Hymes (1972), Celce-Murcia, Dornyei and Thurrell (1995), Hall (1989), Almeida Filho (1992, 2005, 2008, 2018), and Mendes (2010, 2011), among others. Initial findings indicate that interpreting the texts and producing oral responses based on the EPs essentially demand a PFL teaching and learning process that integrates linguistic, pragmatic, and, above all, cultural knowledge. This highlights the need for interculturally sensitive practices that acknowledge the inseparability of language and culture.