REFLECTIONS ON PHONOLOGICAL AWARENESS IN PORTUGUESE/ENGLISH BILITERACY IN BILINGUAL EDUCATION
Discussions about the teaching-learning of English as an additional language (AL) in the context of bilingual education in Brazil have expanded in recent years. However, studies about specific aspects in the teaching-learning process of this AL and Phonological Awareness (PA) skills are scarce. Unde...
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| Principais autores: | , , |
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| Formato: | Online |
| Idioma: | por |
| Publicado em: |
UFRN
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| Endereço do item: | https://periodicos.ufrn.br/odisseia/article/view/32498 |
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| Resumo: | Discussions about the teaching-learning of English as an additional language (AL) in the context of bilingual education in Brazil have expanded in recent years. However, studies about specific aspects in the teaching-learning process of this AL and Phonological Awareness (PA) skills are scarce. Understanding PA as an ability of reflection and manipulation of language, we discuss theoretical issues about PA skills in English by children inserted in a bilingual education context. Our understanding is that PA is important for the successful development of reading and writing skills in the child's bilingual process, considering that reflection on sounds of the mother language (L1) can happen in the phonological system of the other language. Using a bibliographic and survey methodology, we present a literature review on bilingual education in Brazil and bilingualism, as well as remarks on PA in L1 and LA. |
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