Banca de DEFESA: Natalia Cortim da Silva

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : Natalia Cortim da Silva
DATA : 18/07/2025
HORA: 08:00
LOCAL: online - https://meet.google.com/ezz-csgg-qzy
TÍTULO:

BILINGUAL EDUCATION IN CHILDHOOD: a space for translingual practices in the construction of the bilingual subject

PALAVRAS-CHAVES:

Bilingual education. Early childhood education. Translanguaging. Linguistic repertoire.

PÁGINAS: 80
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Lingüística
RESUMO:

In the current context, given the transformations of a globalized society, learning a second language has become an educational concern. Bilingual education (Portuguese-English) has grown as a differentiator in the curriculum to meet this concern. Recurrent observations that I make throughout my teaching practice in a school environment with an immersive bilingual curriculum have motivated me to investigate translanguaging as a social and transformative phenomenon in the process of bilingual identity formation in children aged three to four years. From this perspective, it was possible to observe that children, even very young, are not limited to using a single language in their communication, but naturally resort to their different linguistic repertoires, mobilizing their knowledge in a strategic and contextual way. Therefore, this study aims to identify how translanguaging occurs and which factors contribute to the process of building repertoires of children in daycare who are in an immersive bilingual environment, analyzing how children use their linguistic repertoires to interact, build meanings and develop their communication. This study, from the perspective of the qualitative approach, was developed in a bilingual education school in the private education network in the city of Sinop-MT. For data collection, audio recordings of the speeches of children enrolled in kindergarten 3 were made. In addition, through the field notes taken by the researcher, we sought to bring extralinguistic aspects that could contribute to the understanding of the context of the speeches and routine of the class. To this end, we used authors such as Busch (2012), García and Woodley (2015), Wei Liu and Welp (2020), García (2022), Krause-Lemke (2020) and other researchers as the theoretical framework for the study. Considering the analysis of the collected data, it was possible to verify that the bilingual immersive environment contributes to the development of translanguaging in childhood, as children use the languages in their repertoire in order to construct meanings, learn and develop academically and socially. Although the bilingual environment investigated presents monolingual constructs, where only the second language is used by the teachers, the children transform the monolingual environment into a heteroglossic environment with creativity, using the languages in a dynamic and unique way. For the construction of repertoires and understanding of instructions, it was observed that thematic study and scaffolding practices contribute to this development. In addition, the study shows the importance of translingual practices in the identity construction of bilingual speakers in childhood, since, through these practices, the speaker exercises his/her autonomy and affectivity, mobilizing his/her linguistic experiences in a meaningful and contextualized way. Thus, translanguaging reveals itself not only as a pedagogical strategy, but as a space of affirmation and belonging. 

MEMBROS DA BANCA:
Presidente - 52936012 - JULIANA FREITAG SCHWEIKART
Interna - 954.783.370-72 - CRISTIANE HORST - UFFS
Externa à Instituição - SANDRA REGINA BUTTROS GATTOLIN DE PAULA - UFSCAR