Creating and adapting teaching materials: a dual perspective on teaching portuguese as a foreign language in the U.S.

The article examines two approaches to teaching Portuguese as a foreign language in the United States, highlighting two case studies of Fulbright scholar instructors at Rice University and Emory University. The research explores how each institution approaches Portuguese language teaching, presenting different methodologies and instructional materials adapted to the specific needs of their contexts. At Rice University, instructional materials are created by the instructors themselves, without reliance on a fixed textbook, and are based on authentic activities such as podcasts and cultural discussions aimed at Spanish-speaking students. At Emory University, the focus is on a pluricentric approach, using the textbook Ponto de Encontro to expose students to both Brazilian and European Portuguese varieties. The article emphasizes the importance of adapting teaching materials and engaging in reflective practice in language education, advocating for the promotion of an authentic view of the Portuguese language and Brazilian culture while avoiding the perpetuation of cultural stereotypes. It concludes that, despite their differences, both programs share a need for pedagogical flexibility and innovation.