Banca de QUALIFICAÇÃO: GUSTAVO DE OLIVEIRA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : GUSTAVO DE OLIVEIRA
DATA : 07/05/2026
HORA: 14:00
LOCAL: Sala virtual: https://meet.google.com/xbz-shoi-oik
TÍTULO:

THE ROLE OF INTERACTION AND MEDIATION IN THE DEVELOPMENT OF ORAL SKILLS IN THE ENGLISH LANGUAGE CLASSES FOR CHILDREN 

PALAVRAS-CHAVES:

 

Applied Linguistics; interaction; mediation; oral skills; English Language teaching for children.

PÁGINAS: 70
GRANDE ÁREA: Linguística, Letras e Artes
ÁREA: Linguística
SUBÁREA: Linguística Aplicada
RESUMO:

This dissertation investigates the role of interaction in the development of oral skills in English classes for children within a bilingual education program. This theme is justified by the expansion of English language teaching for children in the Brazilian educational context, particularly in the Amazonian region, and by the need to gain a deeper understanding of the interactional processes that contribute to additional language learning in childhood. The study aims to analyze how peer mediation and teacher mediation influence the development of oral skills in English classes for children. To achieve this objective, a qualitative ethnographic approach guided by an interpretivist perspective, is adoptet. Data is generated through classroom observations, field notes, audio recordings of classroom interactions, and analysis of activities used by the teacher.  The investigation followed a second-grade elementary school class over the course of seven lessons in a private school located in the city of Sinop, in the state of Mato Grosso, Brazil.  Data analysis is based in the constructs of Sociocultural Theory. The findings indicate that both teacher mediation and peer mediation play a significant role in the organization of classroom interactions and in students’ progress in completing the proposed tasks. The analysis also reveals the recurrence of different scaffolding functions, such as highlighting critical features, demonstration, task simplification, and recruitment for task participation.  Furthermore, it is observed that pedagogical planning and the organization of classroom dynamics create favorable conditions for the emergence of collaborative interactions among students. It is concluded that the development of oral skills in English during childhood is socially constructed through interactions between teachers and students as well as among students themselves, reinforcing the importance of pedagogical practices that value collaboration, mediation, and children's active participation in the learning process.

 

MEMBROS DA BANCA:
Presidente - 82419001 - OLANDINA DELLA JUSTINA
Interna - 62022008 - LEANDRA INES SEGANFREDO SANTOS
Externa à Instituição - CAMILA STHÉFANIE COLOMBO - IFSP