Limitação do uso da L1 e seu impacto na aprendizagem de L2: um estudo longitudinal

Ana Beatriz Vasques de Araujo

doi:10.5433/1519-5392.2022v22n2Esp.p63

Authors

Ana Beatriz Vasques de Araujo Universidade Federal do Paraná - UFPR https://orcid.org/0000-0001-9779-0720

DOI:

https://doi.org/10.5433/1519-5392.2022v22n2Esp.p63

Keywords:

L1 in L2 learning, L1/L2 in immersion classrooms, German as a foreign language

Abstract

In recent decades, bilingual schools have been widely established in Brazil. Within this plurilingual educational universe, the immersive approach of a second language (L2) gains prominence, and a frequent issue of this focus converges to the appropriate use of the first language (L1) in learning the target language. The current research reflects on the L1–L2 relationship in classrooms for learning German as a Foreign Language and, for this purpose, a two-year study in elementary school was conducted in a bilingual school in Brazil. The empirical study, predominantly qualitative, sought to examine the school performance of L2 learning from two groups — the experimental group with the limitation of the use of L1 and the control group with opportune use of L1. The research generated guiding principles with the aim of helping language teachers to make decisions about their language use choices in the immersive classroom, since, on the one hand, the limitation of L1 use provides better readiness on the behalf of learners to communicate in the target language, on the other hand, it can limit participation in second language learning.

Downloads

Download data is not yet available.

Author Biography

Ana Beatriz Vasques de Araujo, Universidade Federal do Paraná - UFPR

Master in Linguistics from the Universidade Federal do Paraná and Universität Leipzig. Professor at the Swiss College of Brazilians in Curitiba.

References

BACHMANN, L.; FONTANA, N. M. A habilidade comunicativa de linguagem. Revista Linguagem & Ensino, Pelotas, v. 6, n. 1, p. 77–128, 2003.

BASSANI, I. S. Fundamentos linguísticos: bilinguismo e multilinguismo. São Paulo: Universidade Federal de São Paulo, 2015.

CENTENO-CORTÉS, B.; JIMÉNEZ, A. F. Problem-solving tasks in a foreign language: the importance of the L1 in private verbal thinking. International Journal of Applied Linguistics, Lovaina, v. 14, n. 1, p. 7–35, fev. 2004. DOI: https://doi.org/10.1111/j.1473-4192.2004.00052.x

COOK, V. J. Using the first language in the classroom. Canadian Modern Language Review, Toronto, v. 57, n. 3, p. 402–423, mar. 2001. DOI: https://doi.org/10.3138/cmlr.57.3.402

CORDER, S. P. Error analysis, interlanguage, and second language acquisition. Language Teaching, Cambridge, v. 8, n. 4, p. 201–218, out. 1975. DOI: https://doi.org/10.1017/S0261444800002822

DICAMILLA, F. J.; ANTÓN, M. Functions of L1 in the collaborative interaction of beginning and advanced second language learners. International Journal of Applied Linguistics, Lovaina, v. 22, n. 2, p. 160–188, jul. 2012. DOI: https://doi.org/10.1111/j.1473-4192.2011.00302.x

DÖRING, N.; BORTZ, J. Forschungsmethoden und evaluation in den sozial- und humanwissenschaften. 5. ed. Berlin: Springer-Verlag, 2016. DOI: https://doi.org/10.1007/978-3-642-41089-5

HAATAJA, K.; WICKE, R. E. Fach-und sprachintegriertes lernen in der zielsprache deutsch (CLILiG). Fremdsprache Deutsch, Berlin, v. 27, n. 54, p. 3–9, abr. 2016. DOI: https://doi.org/10.37307/j.2194-1823.2016.54.03

HOUSEN, A.; PIERRARD, M. (org.). Investigating instructed second language acquisition. Berlin: De Gruyter Mouton, 2005. DOI: https://doi.org/10.1515/9783110197372.0.1

KRASHEN, S. D. Principles and practice in second language acquisition. Oxford: Pergamon, 1982.

LAMBERT, W. E.; TUCKER, G. R. Bilingual education of children: the St. Lambert experiment. Rowley: Newbury House Publishers, 1972.

MELLO, H. A. B. Educação bilíngue: uma breve discussão. Horizontes de Linguística Aplicada, Goiás, v. 9, n. 1, p. 118–140, jul. 2011. DOI: https://doi.org/10.26512/rhla.v9i1.818

SPRANZ-FOGASY, T.; DEPPERMANN, A. Teilnehmende Beobachtung in der Gesprächsanalyse. In: BRINKER, K.; ANTOS, G.; HEINEMANN, W.; SAGER, S. F. (org.). Text- und gesprächslinguistik. ein internationales handbuch zeitgenössischer Forschung. Berlin: De Gruyter, 2001. v. 2, p. 1007–1013. DOI: https://doi.org/10.1515/9783110169188.2.14.1007

STEBLER, R.; MERKI, K. M. (org.). Zweisprachig lernen: prozesse und wirkungen eines immersiven ausbildungsganges an gymnasien. Münster: Waxmann, 2010.

SWAIN, M. Communicative competence: Some Roles Of Comprehensible Input And Comprehensible Output In Its Development. In: GASS, S.; MADDEN, C. (org.). Input in second language acquisition. Rowley: Newbury House, 1985. p. 235–253.

SWAIN, M. Collaborative dialogue: its contribution to second language learning. Revista Canaria de Estudios Ingleses, San Cristobal de La Laguna, v. 34, p. 115–132, 1997.

SWAIN, M. The output hypothesis: theory and research. In: HINKEL, E. (org.) Handbook of Research in Second Language Teaching and Learning. Mahwah, NJ: Lawrence Erlbaum Associates, 2005. p. 471–483.

SWAIN, M.; LAPKIN, S. A Vygotskian sociocultural perspective on immersion education: the L1/L2 debate. Journal of Immersion and Content-Based Language Education, Amsterdam, v. 1, n.1, p. 101–129, jan. 2013. DOI: https://doi.org/10.1075/jicb.1.1.05swa

WERTSCH, J. V. Vygotsky and the social formation of mind. Cambridge: Harvard University Press, 1985.