1. Introduction
Teaching Portuguese as a Foreign Language (PLE) to adults requires methodologies that respect the reality of learners: many begin learning with high motivation but little or no prior exposure to the language. Direct contact with texts written entirely in Portuguese, without support, can lead to frustration, discouragement, and even dropout. On the other hand, an approach that relies entirely on the mother tongue (word-for-word translation) limits real contact with the structure of the target language and reduces the development of linguistic autonomy.
The Method 0/½/1 offers a practical response to this challenge. It is a reading and language exposure approach based on three progressive phases, enabling learners to understand and assimilate texts in Portuguese with structured and purposeful support. Its main advantage lies in the simplicity of implementation and the clarity of its progression.
2. Method Structure
The Method 0/½/1 organizes each unit or chapter into three sequential phases, each corresponding to a different level of exposure to the target language. This structure is particularly suitable for adults as it respects their learning pace and supports a clear transition from total comprehension to linguistic autonomy.
Phase 1 — Full text in L1 (level 0)
In this phase, the text is presented exclusively in the learner’s native language (e.g., English). The main objective is to ensure complete understanding of the narrative without linguistic barriers. The learner can focus on communicative, cultural, and functional aspects of the described situation without worrying about vocabulary or structure in Portuguese.
Phase 2 — Text alternating 50% L1 / 50% L2 (level ½)
The same content is now presented with alternating sentences in Portuguese (L2) and English (L1). It is important to note that each sentence appears only once, in one language — there is no repetition or direct translation. The overall content remains coherent, and the alternation allows learners to deduce meaning from the surrounding context.
This structure fosters context-based meaning inference, a key reading skill in foreign language acquisition. Learners begin to recognize words, expressions, and structures in Portuguese with the immediate support of the previous or following sentence in English.
Example:
Chego a Lisboa numa manhã de sol. I’m tired but very excited. O aeroporto é grande. Many people walk from one place to another. Ouço vozes em português, espanhol, francês e inglês. I read the signs: “Exit”, “Baggage”, “WC”.
This phase acts as a bridge between full comprehension (Phase 1) and autonomous reading (Phase 3), offering high effectiveness, particularly for learners who feel insecure when faced with texts entirely in L2.
Phase 3 — Full text in L2 (level 1)
In the final phase, the learner rereads the same text, now entirely in Portuguese. The narrative structure is already familiar, vocabulary has been partially introduced, and there is a solid base of comprehension. The goal is to work on fluency, lexical consolidation, and reading confidence.
This phase can be used for silent reading, reading aloud, grammatical structure identification, or preparation for oral and written activities. Reading a familiar text in L2 improves intonation, reinforces language patterns, and encourages learners to think directly in Portuguese.
3. Pedagogical Foundations
The Method 0/½/1 is based on a combination of principles from language acquisition, progressive learning, and cognitive load management. Below are the key didactic foundations that support this approach.
3.1 Comprehensible input (Krashen)
According to Stephen Krashen, language learning depends on exposure to comprehensible input, i.e., content in the target language that is slightly above the learner’s current level. The 0/½/1 method ensures that this input is controlled, progressive, and contextualized, allowing the learner to understand even structures that have not yet been formally introduced.
3.2 Cognitive load reduction
Adults learning a new language tend to process information more cautiously than children or adolescents. Direct reading in L2 can be mentally exhausting and cause blocks. Dividing the text into phases with alternation between languages allows learners to better manage their cognitive resources, facilitating focus and retention.
3.3 Implicit learning of vocabulary and structures
Alternating sentences in a narrative context allows for implicit exposure to grammatical structures, verb tenses, and functional vocabulary without the need for direct grammatical explanations. Learners recognize patterns through repetition and contrast with L1, developing a solid foundation for future production.
3.4 Spaced and meaningful repetition
Exposure to the same content in three consecutive versions represents a form of spaced repetition, proven effective in strengthening linguistic memory. Familiarity with the content reduces anxiety and improves learner performance in both reading and production.
4. Advantages for Adult Learners
The Method 0/½/1 addresses several specific needs of learners:
4.1 Security in initial reading
Starting with a fully L1 text avoids the frustration often experienced when confronted with difficult texts. Full initial comprehension enables a positive approach to the content and encourages engagement with the story.
4.2 Realistic support during the transition
The alternating phase offers support without excessive dependence on translation. With only 50% of the text in L1, learners practice resolving linguistic uncertainties, developing inference strategies useful in real-world contexts.
4.3 Encouragement of linguistic autonomy
By the time learners reach the full L2 reading phase, they already know the narrative structure, core vocabulary, and communicative goals. This allows for a successful autonomous reading experience, reinforcing self-confidence and motivation.
4.4 Practical application in different contexts
The method can be used in classrooms, online platforms, or self-study notebooks. It is easily adaptable to existing materials, enabling the creation of thematic content for various contexts: daily life, work, travel, public services, etc.
5. Practical Application in the Classroom
The Method 0–½–1 is not only a reading tool but also a highly effective basis for developing oral expression. The structured reading of the chapters allows the teacher to implement a didactic sequence that moves from comprehension to production.
After completing the three reading phases (L1 → alternating → L2), it is possible to propose:
- Follow-up questions based on the text, to stimulate oral responses in Portuguese: “Como é o aeroporto?”, “O que ele sente quando chega?”, “Já viajaste sozinho?”
- Thematic discussions in pairs or groups about topics addressed in the text: travel, first impressions, culture, transportation, accommodation.
- Simulations (role-plays) based on described situations: taking a taxi, checking in, talking to a neighbor.
- Oral retelling of the story, using images or keywords as support.
These activities are more effective because learners already know the content. Prior comprehension frees mental space for language use in real communicative contexts. Thus, the method not only teaches reading but also prepares learners to use Portuguese confidently.
6. Target Audience
This method is suitable for:
- PLE learners at A1–A2 levels
- Adults in migration or professional contexts
- Learners with limited study time outside the classroom
- Multilevel groups with diverse learning rhythms
7. Final Considerations
The Method 0/½/1 offers a structured and efficient solution for teaching Portuguese to adults, through a clear progression: full comprehension → partial exposure → autonomous reading. This approach allows learners to advance with confidence and security, even with minimal initial knowledge of the language.
Furthermore, the method serves as a foundation for oral activities, enabling teachers to create opportunities for authentic conversation without overwhelming students. By respecting the adult learning pace, the method contributes to more effective, sustained, and motivating language acquisition.
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