A aprendizagem e a alfabetização no contexto bilíngue: Português e Inglês

• Autor(a) principal: Bustos, Maria Luiza de Almeida
• Data de Publicação: 2024
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/41660
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO; Alfabetização; Bilinguismo; Aprendizagem bilíngue; Leitura e escrita; Hipóteses de escrita; Método fônico; Literacy; Bilingualism; Bilingual learning; Reading and Writing; Writing hypotheses; Phonic method

The present work, through bibliographical research, aimed to understand and identify differences in the process of bilingual literacy, between Portuguese and English, at the beginning of Elementary School. The literacy process is complex and takes time to be reconstructed, prepared and understood by the child, needing the help of teachers for better understanding and deeper and more direct contact with the language we are working with. Furthermore, it is necessary to understand how both have ways of helping the child during their process of reconstructing the spoken language into the written language, through the psychogenesis presented by the child. In the Portuguese language, we observe the use of writing hypotheses that help teachers guide their students during the process of learning to write and rebuilding literacy. While in the English language, learning and literacy becomes more viable through the phonic method, and sound, already helping and working with graphics. However, the differences between bilingual and international schools were exposed, as well as the contributions that bilingual education has been providing and bringing nowadays, regarding the growth and development of children. Therefore, there is a high demand among parents to enroll their children in bilingual schools, providing fluency and mastery of at least one second language in addition to their mother tongue from an early age