Banca de DEFESA: GUSTAVO DE OLIVEIRA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : GUSTAVO DE OLIVEIRA
DATA : 26/06/2026
HORA: 14:00
LOCAL: Sala virtual: https://meet.google.com/pmx-wtba-igh
TÍTULO:

The Role of Interaction and Mediation in the Development of Oral Language in English Language Classes for Children

PALAVRAS-CHAVES:

 

 Applied Linguistics; interaction; mediation; oral language; learning; English language teaching for children.

PÁGINAS: 82
GRANDE ÁREA: Linguística, Letras e Artes
ÁREA: Linguística
SUBÁREA: Linguística Aplicada
RESUMO:

This master thesis presents the results of an investigation into the role of interaction in the development of oral language skills in English language classes for children within a bilingual education program. This topic is justified by the expansion of English language teaching for children in the Brazilian educational context, particularly in the Amazon region, and by the need for a deeper understanding of the interactional processes that contribute to the learning of English as an additional language during childhood. To address the inter/transdisciplinary nature of Applied Linguistics, this study draws primarily on the contributions of Moita Lopes (2006), Rajagopalan (2006), and Kumaravadivelu (2006). In order to provide an overview of English language teaching for children in Brazil, reference is made to Rocha (2006), Santos (2009), Santos and Benedetti (2009), Rocha et al. (2010), Colombo and Consolo (2016); Megale (2019); Tonelli (2023) e Tonelli et al. (2025, 2023).To present some of the major second language acquisition hypotheses, the study draws on Paiva (2014). For the discussion of teaching and learning processes, the research is grounded in Sociocultural Theory, which constitutes the main analytical lens through which the data were examined. In this regard, the study relies on the contributions of Figueiredo (2019, 2023), Cole and Scribner (2007), Appel and Lantolf (1994), Lantolf (2006), Justina (2016), and especially Vygotsky (2007, 2008) and Wood, Bruner, and Ross (1976). The study aims to analyze how peer mediation and teacher mediation influence the learning of oral language in English classes for children. To achieve this objective, a qualitative ethnographically oriented approach was adopted, guided by an interpretivist perspective of analysis. Data were generated through classroom observations, field notes, audio recordings of classroom interactions, and the analysis of activities designed by the teacher and completed by the students. This investigation was conducted in a second-grade elementary school classroom at a private school located in the city of Sinop, which belongs to the state of Mato Grosso, Brazil. The findings revealed that both peer mediation and teacher mediation play a significant role in organizing interactions and supporting the completion of proposed tasks. Furthermore, the analysis identified the recurrent use of different scaffolding functions proposed by Wood, Bruner, and Ross (1976), including marking critical features, demonstration, task simplification, and recruitment into participation. In addition, the results indicate that pedagogical planning based on the Content and Language Integrated Learning (CLIL) approach, together with the organization of classroom dynamics, creates favorable conditions for oral interaction among students and also among students and the teacher. Therefore, it was concluded that the learning of oral English language skills in childhood is a socially constructed process that emerges through interactions between teachers and students as well as among students themselves. These findings reinforce the importance of pedagogical practices that value oral interactive linguistic exchanges, collaboration, mediation, and children's active participation in the processes of learning and development.

 

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