Differenciated linguistic and metalinguistic skills in a bilingual learning curriculum
Autor(a) principal: | |
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Data de Publicação: | 2010 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Signo (Santa Cruz do Sul. Online) |
Texto Completo: | https://online.unisc.br/seer/index.php/signo/article/view/1815 |
Resumo: | The present paper adds to the bilingualism research by presenting data from an investigation involving Brazilian children who have learned English at a bilingual school, from the age of six onwards. The main goal was to investigate whether the linguistic and metalinguistic benefits normally attested for bilinguals with advanced proficiency would also be identified in a group of children that is only exposed to a second language in a formal context, for a total of 10 hours a week. In order to do that, we compared the production of passive sentences in Portuguese between the bilingual children and a group of monolingual speakers of Portuguese using a production task, in which children were required to create sentences by looking at pictures. Results indicate that the bilingual children produced a larger number of passive structures than the monolingual children, thus revealing differentiated metalinguistic skills as well as more cognitive control of linguistic processes. These data also corroborate the view that metalinguistic awareness and selective attention, which are skills normally more developed in individuals from bilingual families/ communities also apply to the children that use two linguistic codes to build knowledge, that is, children studying in bilingual curricula. |
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Signo (Santa Cruz do Sul. Online) |
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Differenciated linguistic and metalinguistic skills in a bilingual learning curriculumHabilidades linguística e metalingüística diferenciadas no aprendizado em currículo bilíngueThe present paper adds to the bilingualism research by presenting data from an investigation involving Brazilian children who have learned English at a bilingual school, from the age of six onwards. The main goal was to investigate whether the linguistic and metalinguistic benefits normally attested for bilinguals with advanced proficiency would also be identified in a group of children that is only exposed to a second language in a formal context, for a total of 10 hours a week. In order to do that, we compared the production of passive sentences in Portuguese between the bilingual children and a group of monolingual speakers of Portuguese using a production task, in which children were required to create sentences by looking at pictures. Results indicate that the bilingual children produced a larger number of passive structures than the monolingual children, thus revealing differentiated metalinguistic skills as well as more cognitive control of linguistic processes. These data also corroborate the view that metalinguistic awareness and selective attention, which are skills normally more developed in individuals from bilingual families/ communities also apply to the children that use two linguistic codes to build knowledge, that is, children studying in bilingual curricula.O presente artigo pretende contribuir com as pesquisas relacionadas ao bilinguismo apresentando dados de uma investigação realizada com crianças brasileiras que aprenderam inglês em uma escola de currículo bilíngüe, a partir dos 6 anos de idade. O objetivo geral foi investigar se benefícios linguísticos e metalingüísticos normalmente atestados para bilíngues de proficiência avançada seriam também identificados em um grupo de crianças que está sendo exposto a uma L2 somente em ambiente escolar, por um total de 10 horas semanais. Para tanto, comparou-se a capacidade de produção de orações passivas em português entre crianças bilíngues e um grupo de falantes monolíngues de português, a partir de um teste de produção de passivas envolvendo gravuras. Os resultados indicam que as crianças inseridas em contexto de educação bilíngue produziram as estruturas passivas em maior número do que as crianças de contexto monolíngue, revelando habilidade metalinguística diferenciada e maior controle cognitivo dos processos linguísticos. Esses dados também corroboram a ideia de que a consciência metalinguística e a atenção seletiva, que são habilidades comprovadamente mais desenvolvidas em indivíduos provenientes de famílias e/ou comunidades bilíngues, também se aplicam às crianças que estão utilizando dois códigos linguísticos para construir seu conhecimento, ou seja, crianças em contexto de escolarização bilíngue.Edunisc2010-01-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://online.unisc.br/seer/index.php/signo/article/view/181510.17058/signo.v35i0.1815Signo; 2010: Especial - Ensino de Língua Estrangeira; 120-1441982-2014reponame:Signo (Santa Cruz do Sul. Online)instname:Universidade de Santa Cruz do Sul (UNISC)instacron:UNISCporhttps://online.unisc.br/seer/index.php/signo/article/view/1815/1206Brentano, Luciana de SousaFinger, Ingridinfo:eu-repo/semantics/openAccess2018-07-26T18:05:24Zoai:ojs.online.unisc.br:article/1815Revistahttp://online.unisc.br/seer/index.php/signohttp://online.unisc.br/seer/index.php/signo/oairgabriel@unisc.br||revistasigno.unisc@gmail.com1982-20140101-1812opendoar:2018-07-26T18:05:24Signo (Santa Cruz do Sul. Online) - Universidade de Santa Cruz do Sul (UNISC)false |
dc.title.none.fl_str_mv |
Differenciated linguistic and metalinguistic skills in a bilingual learning curriculum Habilidades linguística e metalingüística diferenciadas no aprendizado em currículo bilíngue |
title |
Differenciated linguistic and metalinguistic skills in a bilingual learning curriculum |
spellingShingle |
Differenciated linguistic and metalinguistic skills in a bilingual learning curriculum Brentano, Luciana de Sousa |
title_short |
Differenciated linguistic and metalinguistic skills in a bilingual learning curriculum |
title_full |
Differenciated linguistic and metalinguistic skills in a bilingual learning curriculum |
title_fullStr |
Differenciated linguistic and metalinguistic skills in a bilingual learning curriculum |
title_full_unstemmed |
Differenciated linguistic and metalinguistic skills in a bilingual learning curriculum |
title_sort |
Differenciated linguistic and metalinguistic skills in a bilingual learning curriculum |
author |
Brentano, Luciana de Sousa |
author_facet |
Brentano, Luciana de Sousa Finger, Ingrid |
author_role |
author |
author2 |
Finger, Ingrid |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Brentano, Luciana de Sousa Finger, Ingrid |
description |
The present paper adds to the bilingualism research by presenting data from an investigation involving Brazilian children who have learned English at a bilingual school, from the age of six onwards. The main goal was to investigate whether the linguistic and metalinguistic benefits normally attested for bilinguals with advanced proficiency would also be identified in a group of children that is only exposed to a second language in a formal context, for a total of 10 hours a week. In order to do that, we compared the production of passive sentences in Portuguese between the bilingual children and a group of monolingual speakers of Portuguese using a production task, in which children were required to create sentences by looking at pictures. Results indicate that the bilingual children produced a larger number of passive structures than the monolingual children, thus revealing differentiated metalinguistic skills as well as more cognitive control of linguistic processes. These data also corroborate the view that metalinguistic awareness and selective attention, which are skills normally more developed in individuals from bilingual families/ communities also apply to the children that use two linguistic codes to build knowledge, that is, children studying in bilingual curricula. |
publishDate |
2010 |
dc.date.none.fl_str_mv |
2010-01-18 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://online.unisc.br/seer/index.php/signo/article/view/1815 10.17058/signo.v35i0.1815 |
url |
https://online.unisc.br/seer/index.php/signo/article/view/1815 |
identifier_str_mv |
10.17058/signo.v35i0.1815 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://online.unisc.br/seer/index.php/signo/article/view/1815/1206 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Edunisc |
publisher.none.fl_str_mv |
Edunisc |
dc.source.none.fl_str_mv |
Signo; 2010: Especial - Ensino de Língua Estrangeira; 120-144 1982-2014 reponame:Signo (Santa Cruz do Sul. Online) instname:Universidade de Santa Cruz do Sul (UNISC) instacron:UNISC |
instname_str |
Universidade de Santa Cruz do Sul (UNISC) |
instacron_str |
UNISC |
institution |
UNISC |
reponame_str |
Signo (Santa Cruz do Sul. Online) |
collection |
Signo (Santa Cruz do Sul. Online) |
repository.name.fl_str_mv |
Signo (Santa Cruz do Sul. Online) - Universidade de Santa Cruz do Sul (UNISC) |
repository.mail.fl_str_mv |
rgabriel@unisc.br||revistasigno.unisc@gmail.com |
_version_ |
1800218789223071744 |