Me in my city: a bilingual education project proposal for young learners

Detalhes bibliográficos
Autor(a) principal: Potrich, Rafaela
Data de Publicação: 2022
Outros Autores: Welp, Anamaria Kurtz de Souza
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Entretextos
Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/46224
Resumo: This paper presents an Instructional Unit (ID) to be used in English Language Arts classes with groups of young learners (NGUYEN, 2021), aged between eight and nine, in the third grade of Elementary School, in elite bilingual schools. Grounded on a concept of bilingual education aligned with translanguaging theory, this study adopts a heteroglossic language approach, in which there is no separation in the languages ​​within the mind of the bilingual speaker, but a semiotic repertoire built according to the individual’s life experiences (GARCÍA & WEI, 2015). Furthermore, this study considers the Project Work Educational Perspective, by Hernandéz (1998), and the task-based learning perspective, by Van den Branden (2006). Therefore, the ID takes into account the connections between students’ social lives and interests and the skills laid out in Base Nacional Comum Curricular (BNCC) by using tasks logically sequenced through a project. The paper attempts to contribute to young learners’ bilingual education with a proposal that values students’ repertoire in the performance of real world tasks.
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spelling Me in my city: a bilingual education project proposal for young learnersMe in my city: una propuesta de proyecto de educación bilingüe dirigido a young learnersMe in my city: uma proposta de projeto de educação bilíngue voltada para young learnersCurrículo bilíngueEducação bilíngueYoung learners.Bilingual curriculumBilingual educationYoung learnersCurrículo bilingüeEducación bilingüeYoung learnersThis paper presents an Instructional Unit (ID) to be used in English Language Arts classes with groups of young learners (NGUYEN, 2021), aged between eight and nine, in the third grade of Elementary School, in elite bilingual schools. Grounded on a concept of bilingual education aligned with translanguaging theory, this study adopts a heteroglossic language approach, in which there is no separation in the languages ​​within the mind of the bilingual speaker, but a semiotic repertoire built according to the individual’s life experiences (GARCÍA & WEI, 2015). Furthermore, this study considers the Project Work Educational Perspective, by Hernandéz (1998), and the task-based learning perspective, by Van den Branden (2006). Therefore, the ID takes into account the connections between students’ social lives and interests and the skills laid out in Base Nacional Comum Curricular (BNCC) by using tasks logically sequenced through a project. The paper attempts to contribute to young learners’ bilingual education with a proposal that values students’ repertoire in the performance of real world tasks.Este trabajo presenta una propuesta de Unidad Didáctica (UD) que se aplicará en las clases de inglés/English Language Arts de young learners (NGUYEN, 2021), con edades comprendidas entre ocho y nueve años, que cursan el tercer año de la Enseñanza Fundamental, en colegios bilingües de élite. A partir de una concepción de la educación bilingüe aliada al concepto de translenguaje, se adopta una perspectiva del lenguaje heteroglósico, en la que no existe una separación de lenguas en la mente del hablante bilingüe, sino un repertorio semiótico que se construye a partir de sus experiencias (GARCÍA; WEI, 2015). También se consideran la perspectiva educativa de los proyectos de trabajo (PEPT) de Hernández (2014) y el aprendizaje basado en tareas de Van den Branden (2006). Así, el UD presentado tiene en cuenta las conexiones entre la vida social y los intereses y competencias de los estudiantes de la Base Nacional Común Curricular (BNCC), a través de un proyecto organizado por medio de tareas. Se pretende contribuir a la formación bilingüe de los young learners con una propuesta que valore sus repertorios en el desempeño de tareas dirigidas al mundo real.Este trabalho apresenta uma proposta de Unidade Didática (UD) a ser utilizada nas aulas de English Language Arts de turmas de young learners (NGUYEN, 2021), com idades entre oito e nove anos, cursando o terceiro ano do Ensino Fundamental, em escolas bilíngues de elite. Tendo como base uma concepção de educação bilíngue aliada à translinguagem, adota-se uma perspectiva de língua heteroglóssica, em que não há separação das línguas na mente do falante bilíngue, mas um repertório semiótico que é construído a partir de suas vivências (GARCÍA; WEI, 2015). Também é considerada a Perspectiva Educativa de Projetos de Trabalho (PEPT), de Hernandéz (2014), e o aprendizado com base em tarefas, de Van den Branden (2006). Assim, a UD apresentada leva em consideração conexões entre a vida social e os interesses dos alunos e as habilidades da Base Nacional Comum Curricular (BNCC), através de um projeto organizado por meio de tarefas. Pretende-se contribuir para a educação bilíngue de young learners com uma proposta que valorize seus repertórios no desempenho de tarefas voltadas para o mundo real.Universidade Estadual de Londrina2022-11-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresArtigoapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/4622410.5433/1519-5392.2022v22n2Esp.p83Entretextos; v. 22 n. 2Esp. (2022): Dossiê: Educação e formação de professores para o contexto bilíngue; 83-1062764-08091519-5392reponame:Revista Entretextosinstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/46224/48089Copyright (c) 2022 Entretextoshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessPotrich, RafaelaWelp, Anamaria Kurtz de Souza2023-04-07T09:04:16Zoai:ojs.pkp.sfu.ca:article/46224Revistahttps://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 Me in my city: a bilingual education project proposal for young learners
Me in my city: una propuesta de proyecto de educación bilingüe dirigido a young learners
Me in my city: uma proposta de projeto de educação bilíngue voltada para young learners
title Me in my city: a bilingual education project proposal for young learners
spellingShingle Me in my city: a bilingual education project proposal for young learners
Potrich, Rafaela
Currículo bilíngue
Educação bilíngue
Young learners.
Bilingual curriculum
Bilingual education
Young learners
Currículo bilingüe
Educación bilingüe
Young learners
title_short Me in my city: a bilingual education project proposal for young learners
title_full Me in my city: a bilingual education project proposal for young learners
title_fullStr Me in my city: a bilingual education project proposal for young learners
title_full_unstemmed Me in my city: a bilingual education project proposal for young learners
title_sort Me in my city: a bilingual education project proposal for young learners
author Potrich, Rafaela
author_facet Potrich, Rafaela
Welp, Anamaria Kurtz de Souza
author_role author
author2 Welp, Anamaria Kurtz de Souza
author2_role author
dc.contributor.author.fl_str_mv Potrich, Rafaela
Welp, Anamaria Kurtz de Souza
dc.subject.por.fl_str_mv Currículo bilíngue
Educação bilíngue
Young learners.
Bilingual curriculum
Bilingual education
Young learners
Currículo bilingüe
Educación bilingüe
Young learners
topic Currículo bilíngue
Educação bilíngue
Young learners.
Bilingual curriculum
Bilingual education
Young learners
Currículo bilingüe
Educación bilingüe
Young learners
description This paper presents an Instructional Unit (ID) to be used in English Language Arts classes with groups of young learners (NGUYEN, 2021), aged between eight and nine, in the third grade of Elementary School, in elite bilingual schools. Grounded on a concept of bilingual education aligned with translanguaging theory, this study adopts a heteroglossic language approach, in which there is no separation in the languages ​​within the mind of the bilingual speaker, but a semiotic repertoire built according to the individual’s life experiences (GARCÍA & WEI, 2015). Furthermore, this study considers the Project Work Educational Perspective, by Hernandéz (1998), and the task-based learning perspective, by Van den Branden (2006). Therefore, the ID takes into account the connections between students’ social lives and interests and the skills laid out in Base Nacional Comum Curricular (BNCC) by using tasks logically sequenced through a project. The paper attempts to contribute to young learners’ bilingual education with a proposal that values students’ repertoire in the performance of real world tasks.
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
Artigo
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/46224
10.5433/1519-5392.2022v22n2Esp.p83
url https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/46224
identifier_str_mv 10.5433/1519-5392.2022v22n2Esp.p83
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/46224/48089
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; 83-106
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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