The development of bilingual competence in preschool children
Article Sidebar
Main Article Content
Abstract
The linguistic and cultural environment is crucial for the development of a language, particularly for the bilingual child. If the context is favorable to bilingualism, the acquisition of another language becomes a positive skill in the child’s life. For children who start school learning in their country of origin or whose parents have Portuguese as their familiar language, terms such as “above, full, beside, many, far”, among others, designated by basic concepts, are naturally acquired . In bilingual children whose languageisless widelyspoken, in thecase of thisstudy, Portuguese, theremay bea deficit in understanding these concepts, which may eventually compromise the process of future learning. The inclusion of children in a society different from theirs means that they have to adapt to social and linguistic changes and the familiar language can be changed to the official language of the country. Taking these experiences into account, this study is developed with preschool-age children who live in a linguistic community where they are exposed to Portuguese and French from an early age. It aims to assess the understanding of basic concepts in Portuguese, in children aged between four and five years, through the application of the Boehm Pre-School Basic Concepts Test 3 (BTCB). Theevaluation process is developed with two groups A and B and has three stages: 1st - pre-test – assessment of the understanding of 26 concepts following the indications of the BTCB for groups A and B; 2nd - children’s games – implementation in group A; 3rd - post-test - application of the BTBC to groups A and B regarding questions not achieved in the pre- test. After data analysis, an informative set was created on the conceptual skills of children, cognitive development and the role of variables in understanding the concepts.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
References
Aguiar,J. S.(2016). Educação Inclusiva.Jogos para o ensino deconceitos. Ed. Papirus. Abdelilah-Bauer, B. (2015). Le défi des enfants bilingues. Éditeur Hors Collection Social.
Baker, C. Wright, W. E. (2021). Foundations of Bilingual Education and Bilingualism. 7th ed. Multilingual Matters.
Boehm, A.E. (2012). Test Boehm de Conceptos básicos 3.
Bogdan, R. & Biklen, S. (2010). Investigação Qualitativa em Educação: Uma Introdução à Teoria e aos Métodos. Ed.: Porto Editora. ISBN 978-972-0-34112-2.
Brock, A., Dodds, S., Jarvis, P. & Olusoga, Y. (2011). Brincar – Aprendizagem para a vida. Artmed Editora S. A.
Carmo, H. & Ferreira, M. M. (2015). Metodologia da Investigação: Guia para autoaprendizagem (3a ed.). Ed. Universidade Aberta.
Correia, L. (2017). O efeito da exposição linguística sobre a competência lexical de crianças lusodescendentes residentes na Alemanha. Tese de Mestrado. Universidade do Minho.
Correia, L. & Flores, C. (2017). The Role of Input Factors in the Lexical. Development of European Portuguese as a Heritage Language in Portuguese-German Bilingual Speakers. Languages, 2 (4), 30. https://doi.org/10.3390/languages2040030
Cote, L. R. & Bornstein, M. H. (2014). Productive vocabulary among three groups of bilingual American children: Comparison and prediction. First Language, 34, 467- 485.
Flores, C. (2019). Bilinguismo Infantil: Um legado valioso do fenómeno migratório. Diacrítica, 31(3), 237–250. https://doi.org/10.21814/diacritica.395
Hoff, E., Core, C., Place, S., Rumiche, R., Senor, M., & Parra, M. (2012). Dual language exposure and early bilingual development. Journal of Child Language, 39, 1-27.
Gómez, G. R., Flores, J. G. & Jiménez, E. G. (1999). Metodología de la investigación cualitativa. Ediciones Aljibe.
Gonçalves, S. P., Gonçalves, P. J., & Marques, C. G. (2021). Manual de Investigação Qualitativa (1a ed). Pactor.
Grosjean, F. (2015). Paler plusieurs langues: le monde des bilangues. Albin Michel.
Grosjean, F. (2018). Être bilingue aujourd`hui «Revue française de linguistique appliquée». Pub linguistiques Vol. XXIII (pp.7-14) ISSN 1386-1204. https://www.cairn.info/revue-francaise-de-linguistique-appliquee-2018-2-page- 7.htm
Grosjean, F. (2021). Life as a Bilingual. Cambridge University Press. Edição do Kindle, p.276.
Kamii, C. (2003). A Teoria de Piaget e a Educação Pré-escolar (4a ed.). Ed.: Instituto Piaget.
Marchman, V. A., Fernald, A., & Hurtado, N. (2010). How vocabulary size in two languages relates to efficiency in spoken word recognition by young Spanish- English bilinguals. Journal of Child Language, 37, 817–840.
Moyles, J. (2002). Só brincar? O papel do brincar na educação infantil. Artmed Editora S.A.
Piaget, J. (1978). O nascimento da inteligência na criança. Zahar.
Salomão, H.; Martini, M & Jordão, A. (2007). A importância do lúdico na educação infantil: enfocando a brincadeira e as situações de ensino não direcionado. http://www.psicologia.pt/artigos/textos/A0358.pdf
Stake, R. K (2005). Qualitative Case Studies. In N. Denzin & Y. Lincoln (eds). The Sage Handbook of Qualitative Research. (pp. 443-466). Sage.
Unsworth, S. (2016). Quantity and Quality of Language Input in Bilingual Language Development. In E. Nicoladis e S. Montanari (Eds.), Bilingualism Across the Lifespan (pp. 103-122). De Gruyter.
Vygotsky, L.S. (1934). A construção do pensamento e da linguagem. Martins Fontes, 2001.