SHARED BOOK READING AS STRATEGY TO BILINGUAL DEVELOPMENT IN PRESCHOOL AND EARLY CHILDHOOD EDUCATION
DOI:
https://doi.org/10.18764/2525-3441v8n23.2023.20Keywords:
Shared Reading, Bilingual Education, Reading, Preschool Education, Early Childhood EducationAbstract
The growth in the offer of bilingual education since Kindergarten is recent. In Brazil, this fact is shown by the search for English as a second language (L2) both in Preschool and Early Childhood Education. Current research observes that shared reading (SR) of books in these stages of development contributes to the linguistic and cognitive development of children, allowing them to prepare for learning to read in their first language - L1. In the present article, we wonder if SR could also contribute to the linguistic development - oral and written - in L2, investigating its use as a strategy for bilingual teaching in Preschool and Early Childhood Education. From the search and analysis of the main findings on the topic, it is possible to state that LC opens windows of opportunities to: expand knowledge of words and their contexts of use; listening comprehension skills; world knowledge; understanding the structure of the story; increase linguistic awareness and knowledge of writing, familiarizing the child with the letters and their respective sounds (DESHMUKH et al., 2019; GABRIEL; MORAIS, 2017). From this scenario, considering bilingual teaching requires the development of knowledge using the L2, and that reading, as an experience, is constituted by processes of meaning through different contexts, we can say that the combination of SR with bilingual teaching is potentially efficient.
Downloads
References
ANDERSON, R. et al. Becoming a nation of readers: the report of the commission on reading. The National Institute of Education, 1985.
ANDERSON, A. et al. Extra-textual talk in shared book reading: a focus on questioning. Early Child Development and Care, Volume 182, 2012 - Issue 9, 2012.
BABAYIĞIT, S. et al. Vocabulary limitations undermine bilingual children’s reading comprehension despite bilingual cognitive strengths. Reading and Writing, v. 35, n. 7, p. 1651-1673, 2022.
BECK, I. L.; MCKEOWN, M. G. Text Talk: capturing the benefits of read-aloud experiences for young children. The Reading Teacher, v. 55, n. 1, p. 10-20, 2001.
BIALYSTOK, E.; LUK, G.; KWAN, E. Bilingualism, biliteracy, and learning to read: Interactions among languages and writing systems. Scientific studies of reading, v. 9, n. 1, p. 43-61, 2005.
BIALYSTOK, E.; GIGI, L.; KATHLEEN, F. P.; SUJIN, Y. Receptive vocabulary differences in monolingual and bilingual children. Bilingualism: Language and Cognition v. 13, n. 4, p. 525-531, oct, 2010.
BLEWITT, P. et al. Shared book reading: When and how questions affect young children's word learning. Journal of Educational Psychology, v. 101, n.2, p.294–304, 2009.
BRASIL. Lei nº 9.394, de 20 de dezembro de 1996. Estabelece as diretrizes e bases da educação nacional. Disponível em: <http://www.planalto.gov.br/ccivil_03/Leis/L9394.htm>. Acesso em: maio, 2023.
BRENTANO, L.; FINGER, I. Biliteracia e educação bilíngue: Contribuições das Neurociências e da Psicolinguística para a compreensão do desenvolvimento da leitura e escrita em crianças bilíngues. Letrônica, v. 13, n. 4, p. 1-12, 2020.
CAPOVILLA, F. C.; PRUDÊNCIO, E. R. Teste de vocabulário auditivo por figuras: normatização e validação preliminares. Avaliaçao Psicologica: Interamerican Journal of Psychological Assessment, v. 5, n. 2, p. 189-203, 2006.
CHEDIAK, S. Biletramento na educação bilíngue eletiva: aquisição do português e inglês em contexto escolar. Curitiba: Appris, 2019.
COYLE, D. The Place of CLIL in (Bilingual) Education. Theory Into Practice, v. 57, n. 3, p. 166-176, 2018.
CHRISTO, M. M. S. Análise de movimentos oculares em questões de cálculo: um estudo desenvolvido com alunos de cursos de engenharia. Tese (Doutorado em Ensino de Ciência e Tecnologia) - Universidade Tecnológica Federal do Paraná, Ponta Grossa, 2019.
DEHAENE, S. Os neurônios da leitura: como a ciência explica nossa capacidade de ler. Tradução de Leonor Scliar-Cabral. Porto Alegre: Penso, 2012.
DESHMUKH, R S. et al. Teachers’ use of questions during shared book reading: Relations to child responses. Early Childhood Research Quarterly, v. 49, p. 59-68, 2019.
DWORIN, J. E. Insights into biliteracy development: Toward a bidirectional theory of bilingual pedagogy. Journal of Hispanic Higher Education, v. 2, n. 2, p. 171-186, 2003.
DOWDALL, N. et al. Shared picture book reading interventions for child language development: a systematic review and meta-analysis. Child Development, v. 91, n. 2. e383-e399, 2020.
FERRACINI, F. et al. Avaliação de vocabulário expressivo e receptivo na educação infantil. Revista Psicopedagogia, , v. 23, n. 71, p. 124-133, 2006.
FINGER, I. Psicolinguística do bilinguismo. In: REBELLO, L. S. FLORES, V. do N. (Orgs.). Caminhos das letras: uma experiência de integração. Porto Alegre: Editora da UFRGS, 2015. p. 47-60.
FINGER, I.; BRENTANO, L. S.; RUSCHEL, D. E quando a alfabetização ocorre simultaneamente em duas línguas? Reflexões sobre o biletramento a partir da análise de textos de crianças bilíngues. ReVEL. vol. 17, n. 33, 2019.
FITTON, L.; MCILRAITH, A. L.; WOOD, C. L. Shared Book Reading Interventions With English Learners: A Meta-Analysis. Review of Educational Research, v. 88, n. 5, 2018.
GABRIEL, R.; MORAIS, J. A leitura compartilhada na família e na escola. In: FLÔRES, O. C.; GABRIEL, R. O que precisamos saber sobre a aprendizagem da leitura: contribuições interdisciplinares. Santa Maria: UFMG, 2017. p. 23-48.
GORDON, T. Teaching young children a second language. Westport: Praeger, 2007.
GROSJEAN, F. Bilingualism: A short introduction. The psycholinguistics of bilingualism. v. 2, p. 5, 2013.
______. Neurolinguists, beware! The bilingual is not two monolinguals in one person. Brain and Language, v. 36, p. 3-15, 1989.
GROVER, V. et al. Shared book reading in preschool supports bilingual children’s second language learning: a cluster-randomized trial. Child Development, November/December, v. 91, n. 6, p. 2192–2210, 2020.
HERMANNS, C. B. Leveling the playing field: Investigating vocabulary development in Latino preschool-age English language learners. Harvard University ProQuest Dissertations Publishing, 2010.
HOEXTER, F. Q. Educação bilíngue na educação infantil. Revista Intercâmbio, v. XXXV: São Paulo: LAEL/PUCSP, 2017, p. 18-37.
JUSTICE, L. M.; PENCE, K. Scaffolding with storybooks: a guide for enhancing young children's language and literacy achievement. Newark, DE: International Reading Association, 2005.
JUSTICE, L. M.; SOFKA, A. E. Engaging children with print: building early literacy skills through quality read-alouds. New York: The Guilford Press, 2010.
JUSTICE, L. M. et al. Accelerating preschooler’s early literacy development through classroom-based teacher–child storybook reading and explicit print referencing. Language, Speech, and Hearing Services in Schools, v. 40, p. 67–85, 2009.
KADERAVEK, J. N. Children with communication impairments: caregivers’ and teachers’ shared book-reading quality and children’s level of engagement. Child Language Teaching and Therapy, v. 30, n. 3, 2014.
LUGO-NERIS, M.; JACKSON, C. W.; GOLDSTEIN, H. Facilitating vocabulary acquisition of young English language learners. Language, Speech, and Hearing Services in Schools, 41, 314e327, 2010.
MARCELINO, M. Aquisição de segunda língua e bilinguismo. Revista Intercâmbio, v. XXXV. São Paulo: LAEL/PUCSP, 2017, p. 38-67.
MARTELOTTA, M. E.; PALOMANES, R. Linguística Cognitiva. In: MARTELOTTA, M. E. Manual de Linguística. São Paulo: Contexto, 2008.
MARKMAN, E.; WACHTEL, G. Children’s Use of Mutual Exclusivity to Constrain the Meanings of Words. Cognitive Psychology, v. 20, p.121-157, 1988.
MARGANA. Developing Model of Bilingual Education at Vocational High Schools in Yogyakarta. Research Report of Competitive Grant Funded by DIKTI, 2009.
McKEOWN, M. G.; BECK, I.L. Encouraging young children‘s language interaction with stories. In: DICKINSON, D. K.; NEUMAN, S. B. Handbook of early literacy research. v. 2. The Guilford Press, p. 281-294, 2006.
MEGALE, A. Bilinguismo e Educação Bilíngue. In: MEGALE, Antonieta (Org.). Educação Bilíngue no Brasil. São Paulo : Fundação Santillana, 2019.
MILBURN, T. F. et al. Enhancing preschool educators‘ ability to facilitate conversations during shared book reading. Journal of Early Childhood Literacy, v. 4, n. 1, p. 105–140, 2014.
MORAIS, J. Criar leitores: para professores e educadores. Barueri: Manole, 2013.
NATIONAL EARLY LITERACY PANEL. Developing early literacy: report of the national early literacy panel. A scientific synthesis of early literacy development and implications for intervention. Washington: National Institute for Literacy, 2009.
OPEL A. et al. The effect of preschool dialogic reading on vocabulary among rural Bangladeshi children. International Journal of Educational Research, v. 48, p. 12–20, 2009.
PENCE, K.; JUSTICE, L. M.; WIGGINS, A. K. Preschool teachers’ fidelity in implementing a comprehensive language-rich curriculum. Language, Speech, and Hearing Services in Schools, v. 39, p. 329–341, 2008.
PENTIMONTI, J. M. et al. A standardized tool for assessing the quality of classroom-based shared reading: Systematic Assessment of Book Reading (SABR). Early Childhood Research Quarterly, v. 27, p. 512– 528, 2012.
PENTIMONTI, J. M., et al. The impact of teachers’ extra-textual talk during shared reading on children’s language/literacy skills. Poster presented at Society for the Scientific Study of Reading, 2018. Disponível em: https://cliengage.org/public/wp-content/uploads/sites/10/2018/09/SSSR-2018.2.png. Acesso em: maio, 2023.
PEREIRA, A. E.; GABRIEL, R.; JUSTICE, L. M. O papel da formulação de questões durante a leitura compartilhada de livros na educação infantil. Ilha do Desterro, v. 72, n. 3, p. 201-221, 2019.
PEREIRA, A. E. Contribuições da prática de leitura compartilhada na infância para o desenvolvimento da literacia e para a criação de leitores. Tese (doutorado) Universidade de Santa Cruz do Sul - UNISC. Orientação: Profa. Rosângela Gabriel. Coorientação: Profa. Laura M. Justice. 2021.
PIANTA, R. C.; LA PARO, K. Improving early school success. Educational Leadership, v. 60, n. 7, p. 24–29, 2003.ROBERTS, T. A. Home storybook reading in primary or second language with preschool children: evidence of equal effectiveness for second-language vocabulary acquisition. International Literacy Association, v. 43, n. 2, April/May/June, p.102-130, 2008.
ROCCA, P. D. A. O desempenho de falantes bilíngües: evidências advindas da investigação do VOT de oclusivas surdas do inglês e do português. DELTA, v. 19, n. 2, 2003.
SEMBIANTE, S. F. et al. Teachers‘ literal and inferential talk in early childhood and special education classrooms. Early Education and Development, v. 29, n. 1, p. 14–30, 2018.
SÉNÉCHAL, M. Young children‘s home literacy experiences. In: POLLATSEK, A.; TREIMAN, R. The Oxford Handbook of Reading. Oxford: Oxford University Press, 2015.
SÉNÉCHAL, M., et al. Individual differences in 4-year- old children‘s acquisition of vocabulary during storybook reading. Journal of Educational Psychology, v. 87, p. 218-229, 1995.
SERRATRICE, L. The Bilingual Child. In: BHATIA, T.; RICHIE, W. (Ed). The Handbook of Bilingualism and Multilingualism. 2 ed. Blackwell Publishing, 2013.
TOMASELLO, M. Origens culturais da aquisição do conhecimento humano. São Paulo: Martins Fontes, 2003.
van KLEECK, A. Research on book sharing: another critical look. In: van KLEECK, A.; STAHL, A.; BAUER, E. B (Eds.). On reading books to children: parents and teachers. Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers,p. 271-320, 2003.
ZUCKER, T. A., et al. The role of frequent, interactive prekindergarten shared reading in the longitudinal development of language and literacy skills. Developmental Psychology, v. 49, n. 8, p. 1425-1439, 2013.
WALSH, R. L.; HODGE, K. A. Macquarie University, AustraliaAre we asking the right questions? An analysis of research on the effect of teachers’ questioning on children’s language during shared book reading with young children. Journal of Early Childhood Literacy, v. 18, n. 2, p.264–294, 2018.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Afluente: Revista de Letras e Linguística
This work is licensed under a Creative Commons Attribution 4.0 International License.
Direitos autorais Afluente: Revista Eletrônica de Letras e Linguística
Este trabalho está licenciado com uma Licença Creative Commons - Atribuição 4.0 Internacional.
