Language acquisition theories and bilingual education teachers: the importance of language planning

Detalhes bibliográficos
Autor(a) principal: Rosa, Marcello Marcelino
Data de Publicação: 2022
Outros Autores: Verniano, Marina Izar
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Entretextos
DOI: 10.5433/1519-5392.2022v22n2Esp.p130
Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/45471
Resumo: The aim of this study is to discuss the importance of enriched input in the context of Bilingual Education (MARCELINO, 2018, 2019; SLABAKOVA, 2016), where the main focus lies in pedagogical issues, while linguistic elements are often neglected. Referencing a study about the acquisition of existential structures (there to be) involving 5- and 6-year-olds in Early Years (VERNIANO, 2022), we show that there is a positive correlation between the planned and enriched input used by one of the teachers (Group A) and the production of the target structure. The comparison between the two groups (A and B) also shows that the consistent use of language by the teacher (Group A) impacts the consistent use of English by her learners. The lack of production of the target structure by the learners of group B, with no enriched input, raises questions about the importance of Linguistic Education for Bilingual Education teachers, with specific attention to theories of language acquisition.
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spelling Language acquisition theories and bilingual education teachers: the importance of language planningTeorías de adquisición del lenguaje y el profesor de educación bilingüe: la importancia de la planificación lingüísticaTeorias de aquisição da linguagem e o professor de educação bilíngue: a importância do planejamento linguísticoPlanejamento linguísticoAquisição de Segunda LínguaEducação BilíngueLanguage planningSecond Language AcquisitionBilingual EducationPlanificación lingüísticaAdquisición de Segunda LenguaEducación BilingüeThe aim of this study is to discuss the importance of enriched input in the context of Bilingual Education (MARCELINO, 2018, 2019; SLABAKOVA, 2016), where the main focus lies in pedagogical issues, while linguistic elements are often neglected. Referencing a study about the acquisition of existential structures (there to be) involving 5- and 6-year-olds in Early Years (VERNIANO, 2022), we show that there is a positive correlation between the planned and enriched input used by one of the teachers (Group A) and the production of the target structure. The comparison between the two groups (A and B) also shows that the consistent use of language by the teacher (Group A) impacts the consistent use of English by her learners. The lack of production of the target structure by the learners of group B, with no enriched input, raises questions about the importance of Linguistic Education for Bilingual Education teachers, with specific attention to theories of language acquisition.Este artículo investiga la importancia del input planificado y enriquecido en contextos bilingües (MARCELINO, 2018, 2019; SLABAKOVA, 2016), los cuales se enfocan, generalmente, el desarrollo pedagógico y dejan de lado las cuestiones lingüísticas. Basado en un estudio sobre adquisición de sentencias existenciales en lengua inglesa (“there to be”), en el cual están involucrados niños de 5 y 6 años de edad (VERNIANO, 2022), mostramos que existe una relación entre el input planificado y enriquecido, que fue utilizado por una de las maestras (Grupo A), y la producción de sentencias con there to be. Además, la comparación entre la producción lingüística de los Grupos A y B muestra que el uso consistente de la lengua inglesa por parte de la maestra del Grupo A impacta directamente en la producción de la lengua inglesa de los niños de ese mismo grupo. A su vez, la falta de producción de sentencias con there to be por parte de los niños del Grupo B, los cuales no recibieron input planificado y enriquecido, suscita cuestiones sobre la importancia del desarrollo lingüístico para maestros de educación bilingüe, que debe estar basado en teorías de adquisición del lenguaje.Este artigo investiga a importância do input planejado e enriquecido em Contextos Bilíngues (SLABAKOVA, 2016, MARCELINO, 2018, 2019), os quais focam, geralmente, no desenvolvimento pedagógico, e deixam de lado as questões linguísticas. Com base em um estudo sobre a aquisição de sentenças existenciais em língua inglesa (there to be), o qual envolve crianças de 5 e 6 anos de idade (VERNIANO, 2022), nós mostramos que existe uma relação entre o input planejado e enriquecido, que foi utilizado por uma das professoras (Grupo A), e a produção de sentenças com there to be. Além disso, a comparação entre a produção linguística dos Grupos A e B mostra que o uso consistente de língua inglesa feito pela professora do Grupo A impacta diretamente na produção de língua inglesa das crianças desse mesmo grupo. Por sua vez, a falta de produção de sentenças com there to be pelas crianças do Grupo B, as quais não receberam input planejado e enriquecido suscita perguntas acerca da importância do Desenvolvimento Linguístico para professores de Educação Bilíngue, que deve ser baseado em teorias de aquisição de linguagem.Universidade Estadual de Londrina2022-11-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresPesquisa experimentalapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/4547110.5433/1519-5392.2022v22n2Esp.p130Entretextos; v. 22 n. 2Esp. (2022): Dossiê: Educação e formação de professores para o contexto bilíngue; 130-1482764-08091519-5392reponame:Revista Entretextosinstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/45471/48091Copyright (c) 2022 Entretextoshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessRosa, Marcello MarcelinoVerniano, Marina Izar2023-04-07T09:04:16Zoai:ojs.pkp.sfu.ca:article/45471Revistahttps://www.uel.br/revistas/uel/index.php/entretextosPUBhttps://www.uel.br/revistas/uel/index.php/entretextos/oai||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br1519-53922764-0809opendoar:2023-04-07T09:04:16Revista Entretextos - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv Language acquisition theories and bilingual education teachers: the importance of language planning
Teorías de adquisición del lenguaje y el profesor de educación bilingüe: la importancia de la planificación lingüística
Teorias de aquisição da linguagem e o professor de educação bilíngue: a importância do planejamento linguístico
title Language acquisition theories and bilingual education teachers: the importance of language planning
spellingShingle Language acquisition theories and bilingual education teachers: the importance of language planning
Language acquisition theories and bilingual education teachers: the importance of language planning
Rosa, Marcello Marcelino
Planejamento linguístico
Aquisição de Segunda Língua
Educação Bilíngue
Language planning
Second Language Acquisition
Bilingual Education
Planificación lingüística
Adquisición de Segunda Lengua
Educación Bilingüe
Rosa, Marcello Marcelino
Planejamento linguístico
Aquisição de Segunda Língua
Educação Bilíngue
Language planning
Second Language Acquisition
Bilingual Education
Planificación lingüística
Adquisición de Segunda Lengua
Educación Bilingüe
title_short Language acquisition theories and bilingual education teachers: the importance of language planning
title_full Language acquisition theories and bilingual education teachers: the importance of language planning
title_fullStr Language acquisition theories and bilingual education teachers: the importance of language planning
Language acquisition theories and bilingual education teachers: the importance of language planning
title_full_unstemmed Language acquisition theories and bilingual education teachers: the importance of language planning
Language acquisition theories and bilingual education teachers: the importance of language planning
title_sort Language acquisition theories and bilingual education teachers: the importance of language planning
author Rosa, Marcello Marcelino
author_facet Rosa, Marcello Marcelino
Rosa, Marcello Marcelino
Verniano, Marina Izar
Verniano, Marina Izar
author_role author
author2 Verniano, Marina Izar
author2_role author
dc.contributor.author.fl_str_mv Rosa, Marcello Marcelino
Verniano, Marina Izar
dc.subject.por.fl_str_mv Planejamento linguístico
Aquisição de Segunda Língua
Educação Bilíngue
Language planning
Second Language Acquisition
Bilingual Education
Planificación lingüística
Adquisición de Segunda Lengua
Educación Bilingüe
topic Planejamento linguístico
Aquisição de Segunda Língua
Educação Bilíngue
Language planning
Second Language Acquisition
Bilingual Education
Planificación lingüística
Adquisición de Segunda Lengua
Educación Bilingüe
description The aim of this study is to discuss the importance of enriched input in the context of Bilingual Education (MARCELINO, 2018, 2019; SLABAKOVA, 2016), where the main focus lies in pedagogical issues, while linguistic elements are often neglected. Referencing a study about the acquisition of existential structures (there to be) involving 5- and 6-year-olds in Early Years (VERNIANO, 2022), we show that there is a positive correlation between the planned and enriched input used by one of the teachers (Group A) and the production of the target structure. The comparison between the two groups (A and B) also shows that the consistent use of language by the teacher (Group A) impacts the consistent use of English by her learners. The lack of production of the target structure by the learners of group B, with no enriched input, raises questions about the importance of Linguistic Education for Bilingual Education teachers, with specific attention to theories of language acquisition.
publishDate 2022
dc.date.none.fl_str_mv 2022-11-30
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado pelos pares
Pesquisa experimental
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/45471
10.5433/1519-5392.2022v22n2Esp.p130
url https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/45471
identifier_str_mv 10.5433/1519-5392.2022v22n2Esp.p130
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/45471/48091
dc.rights.driver.fl_str_mv Copyright (c) 2022 Entretextos
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Entretextos
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Londrina
publisher.none.fl_str_mv Universidade Estadual de Londrina
dc.source.none.fl_str_mv Entretextos; v. 22 n. 2Esp. (2022): Dossiê: Educação e formação de professores para o contexto bilíngue; 130-148
2764-0809
1519-5392
reponame:Revista Entretextos
instname:Universidade Estadual de Londrina (UEL)
instacron:UEL
instname_str Universidade Estadual de Londrina (UEL)
instacron_str UEL
institution UEL
reponame_str Revista Entretextos
collection Revista Entretextos
repository.name.fl_str_mv Revista Entretextos - Universidade Estadual de Londrina (UEL)
repository.mail.fl_str_mv ||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br
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dc.identifier.doi.none.fl_str_mv 10.5433/1519-5392.2022v22n2Esp.p130

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