Teorias de aquisição da linguagem e o professor de educação bilíngue: a importância do planejamento linguístico

Marcello Marcelino Rosa; Marina Izar Verniano

doi:10.5433/1519-5392.2022v22n2Esp.p130

Authors

Marcello Marcelino Rosa Universidade Federal de São Paulo - UNIFESP https://orcid.org/0000-0003-4205-486X
Marina Izar Verniano Universidade Federal de São Paulo - UNIFESP https://orcid.org/0000-0003-0055-4153

DOI:

https://doi.org/10.5433/1519-5392.2022v22n2Esp.p130

Keywords:

Language planning, Second Language Acquisition, Bilingual Education

Abstract

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.

Author Biographies

Marcello Marcelino Rosa, Universidade Federal de São Paulo - UNIFESP

Prof. PhD from the Universidade Federal de São Paulo - UNIFESP.

Marina Izar Verniano, Universidade Federal de São Paulo - UNIFESP

Master's in Letters from the Universidade Federal de São Paulo

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