Examinando a relação L1-L2 na pedagogia de ensino de ESL

Mello, Heloísa Augusta Brito de

doi:10.1590/S1984-63982005000100009

Resumos

Neste artigo procuro refletir sobre como a relação L1-L2 tem sido tratada nas teorias de aquisição de línguas, na política e na pedagogia de ensino de L2, em especial no ensino de inglês como segunda língua (ESL). Ao longo do estudo, argumento que o ensino de L2 pode se beneficiar do uso da L1 na sala de aula, principalmente quando se trata de crianças em processo de escolarização por meio da L2, ao invés de se concentrar no modelo ideal monolíngüe. O cenário que deu origem a essas reflexões é uma sala de aula de ESL de uma escola de imersão em inglês situada na região centro-oeste do Brasil.

This article seeks to reflect on how L1-L2 relationship has been treated in second language theories, policy and pedagogy, mainly in the teaching of English as a second language (ESL). It is argued that language teaching pedagogy would benefit by paying attention to the use of L1 in the L2 classroom, especially in the case of whole schooling through L2, rather than concentrating primarily on the ideal monolingual model. The scenery that motivated these reflections is an ESL classroom of an English immersion school located in the central part of Brazil

Examinando a relação L1-L2 na pedagogia de ensino de ESL¹ 1 Este artigo é uma adaptação do capítulo introdutório de minha tese de doutorado em Lingüística Aplicada, defendida na Unicamp, em 2002, sob a orientação do Prof. Dr. John Robert Schmitz, a quem agradeço e dedico este trabalho.

Heloísa Augusta Brito de Mello

Universidade Federal de Goiás

RESUMO

Neste artigo procuro refletir sobre como a relação L1-L2 tem sido tratada nas teorias de aquisição de línguas, na política e na pedagogia de ensino de L2, em especial no ensino de inglês como segunda língua (ESL). Ao longo do estudo, argumento que o ensino de L2 pode se beneficiar do uso da L1 na sala de aula, principalmente quando se trata de crianças em processo de escolarização por meio da L2, ao invés de se concentrar no modelo ideal monolíngüe. O cenário que deu origem a essas reflexões é uma sala de aula de ESL de uma escola de imersão em inglês situada na região centro-oeste do Brasil.

ABSTRACT

This article seeks to reflect on how L1-L2 relationship has been treated in second language theories, policy and pedagogy, mainly in the teaching of English as a second language (ESL). It is argued that language teaching pedagogy would benefit by paying attention to the use of L1 in the L2 classroom, especially in the case of whole schooling through L2, rather than concentrating primarily on the ideal monolingual model. The scenery that motivated these reflections is an ESL classroom of an English immersion school located in the central part of Brazil.

ALMEIDA FILHO, J. C. P. Dimensões comunicativas no ensino de línguas Campinas, SP: Pontes, 1998.
ATKINSON, D. The mother tongue in the classroom: a neglected resource? ELT Journal, v. 41, n. 4, p. 241-247, 1987.
AUERBACH, E. R. Reexamining English Only in the ESL classroom. TESOL Quarterly, v. 27, n. 1, p. 9-32, 1993.
BLOOMFIELD, L. Language. New York: Holt, Rinehart and Winston, 1979 [1933 ]
BROOKS, N. Language and Language Learning New York: Harcourt, Brace & World, Inc., 1960.
CANAGARAJAH, A. S. Critical ethnography of a Sri Lankan classroom: ambiguities in student opposition to reproduction through ESOL. TESOL Quarterly, v. 27, n. 4, p. 601-626, 1993.
CANAGARAJAH, A. S. Functions of codeswitching in ESL classrooms: socialising bilingualism in Jaffna. Journal of Multilingual and Multicultural Development, v. 6, n. 3, p.173-195, 1995.
CANAGARAJAH, A. S. Resisting linguistic imperialism in English teaching Hong Kong: Oxford University Press, 1999.
CHOMSKY, N. Review of verbal behavior by B. F. Skinner. Language, v. 35, p. 26-58, 1959.
COLLINGHAM, M. Making use of students' linguistic resources. In: NICHOLLS, S.; HOADLEY-MAIDMENT, E. Current issues in teaching English as a second language to adults Great Britain: British Library Cataloguing, 1988. p. 81-87.
COOK, V. Going beyond the native speaker in language teaching. TESOL Quarterly, v. 33, n. 2, p. 185-209, 1999.
CRAWFORD, J. A war with diversity: US language policy in an age of anxiety. Clevedon, England: Multilingual Matters, 2000.
CUMMINS, J. The role of primary language development in promoting educational success for language minority students. In: CALIFORNIA STATE DEPARTMENT OF EDUCATION (Ed.). Schooling and language minority students: a theoretical framework. Los Angeles: California State University, Evaluation, Dissemination and Assessment Center, 1981.
CUMMINS, J. Linguistic interdependence: a central principle of bilingual education. In: CUMMINS, J.; SWAIN, M. Bilingualism in education: aspects of theory, research an practice. London: Longman, 1986. p. 80-98.
CUMMINS, J. Bilingual education and English immersion: the Ramírez report in theoretical perspective. Bilingual Research Journal, v. 16, n. 1/2, p. 91-104, 1992.
CUMMINS, J. Interdependence of first- and second-language proficiency in bilingual children. In: BIALYSTOK, E. Language processing in bilingual children Great Britain: Cambridge University Press, 1994. p. 70-89.
CUMMINS, J. Negotiating identities: Education for empowerment in a diverse society. Ontário, CA: California Association for Bilingual Education, 1996.
EDELSKY, C. Writing in a bilingual program: the relation of L1 and L2 texts. TESOL Quarterly, v. 16, p. 211-228, 1982.
ELLIS, R. The study of second language acquisition Oxford: Oxford University Press, 1994.
ELLIS, R. (Ed.). Learning a second language through interaction Amsterdam/Philadelphia: John Benjamins Publishing Company, 1999.
GARCÍA, E. Education of linguistically and culturally diverse students: effetive instructional practices. Santa Cruz, CA: National Center for Research on Cultural Diversity and Second Language Learning, 1991.
GARRET, P. et al. Use of the mother-tongue in second language classrooms: An experimental investigation of effects on the attitudes and writing performance of bilingual UK school children. Journal of Multilingual and Multicultural Development, v. 15, n. 5, p. 371-383, 1994.
GENESEE, F. Learning through two languages New York: Newbury House Publishers, 1987.
GROSJEAN, F. Life with two languages: an introduction to bilingualism. Cambridge, Mass.: Harvard University Press, 1982.
GROSJEAN, F. Individual bilingualism. In: The encyclopedia of language and linguistics Oxford: Pergamon Press, 1994, p. 1656-1660.
HALLE, M. Phonology in a generative grammar. Word, v. 18, p. 54-72, 1962.
HORNBERGER, N. H. Teacher Quechua use in bilingual and non-bilingual classrooms of Puno, Peru. In: JACOBSON, R.; FALTIS, C. Language distribution issues in bilingual schooling. Clevedon, England: Multilingual Matters, 1990. p. 163-172.
HUERTA-MACÍAS, A.; QUINTERO, E. Code-switching, bilingualism, and biliteracy: a case study. Bilingual Research Journal, v. 16, n. 3/4, p. 69-90, 1992.
KACHRU, B.B. World Englishes and English-using communities. Annual Review of Applied Linguistics, v. 17, p. 66-87, 1997.
KACHRU, Y. Sources of bias in SLA research: monolingual bias in SLA research. TESOL Quarterly, v. 28, n. 3, p. 795-799, 1994.
KING, R. D. Historical linguistics and generative grammar. Englewood Cliffs, NJ: Prentice-Hall, 1969.
KRAMSCH, C. The privilege of the intercultural speaker. In: BYRAM, M.; FLEMING, M. (Eds.). Language learning in intercultural perspective: approaches through drama and ethnography. Cambridge: Cambridge University Press, 1998. p. 16-31.
LARSEN-FREEMAN, D.; LONG, M. H. An introduction to second language acquisition research. New York: Longman, 1994.
LAMBERT, W. E.; TUCKER, G. R. Bilingual education of children: the St. Lambert experiment. Rowley, MA: Newbury House, 1972.
LAMBERT, W. E.; TUCKER, G. R. A home/scholl language switch program. In: MACKEY, W. F.; ANDERSSON, T. (Ed.). Bilingualism in early childhood Rowley, MA: Newbury House, 1977. p. 327-332.
LENNEBERG, E. H. Biological foundations of language New York: Wiley, 1967,
LIGHTBOWN, P. M.; SPADA, N. How languages are learned Oxford: Oxford University Press, 1993.
LUCAS, T.; KATZ, A. Reframing the debate: the roles of native languages in English-Only programs for language minority students. TESOL Quarterly, v. 28, n. 3, p. 537-561, 1994.
McLAUGHLIN, B. Second language acquisition in childhood New Jersey: Hillsdale, 1978.
MELLO, H. A. B. De. "O português é uma alavanca para que eles possam desenvolver o inglês": eventos de ensino-aprendizagem em uma sala de aula de ESL de uma escola "bilíngüe". 2002. 345 f. Tese (Doutorado em Lingüística Aplicada) _ Instituto de Estudos da Linguagem, Universidade Estadual de Campinas, Campinas, São Paulo.
MEJÍA, A. M. Bilingual teaching/learning events in early immersion classes: a case study in Cali, Colombia. Cali, Colombia, 1994. Tese (Doutorado) _ Universidade de Lancaster.
MERRITT, M. et al. Socializing multilingualism: determinants of codeswitching in Kenyan primary classrooms. Journal of Multilingual and Multicultural Development, v. 13, n. 1/2, p. 103-120, 1992.
OLMEDO-WILLIAMS, I. Functions of code-switching in a Spanish/English bilingual classroom. In: DELAWARE SYMPOSIUM ON LANGUAGE STUDIES, 1., 1979. Newark: University of Delaware. Mimeografado.
PHILIPS, S. U. Participant structures and communicative competence: Warm Springs children in community and classroom. In: CAZDEN, B. C.; JOHN, V. P.; HYMES, D. (Eds.). Functions of language in the classroom New York: Teachers College Press, 1972. p. 370-394.
PHILLIPSON, R. Linguistic imperialism Hong Kong: Oxford University Press, 1997.
PHILLIPSON, R.; SKUTNABB-KANGAS, T. English Only worldwide or language ecology? TESOL Quarterly, v. 30, n. 3, p. 429-452, 1996.
PIATT, B. ¿Only English?: law and language policy in the United States. Albuquerque, NM: University of New Mexico Press, 1990.
ROMAINE, S. Bilingualism Cambridge, MA: Blackwell, 1995.
SAPORTA, S. Applied linguistics and generative grammar. In: VALDMAN, A. (Ed.). Trends in language teaching. New York: McGraw-Hill, 1966.
SCOVEL, T. Multiple perspectives make singular teaching. In: BEEBE, L.M. (Ed.). Issues in second language acquisition: multiple perspectives. New York: Newbury House, 1988.
SELINKER, L. Interlanguage. IRAL, v. 10, p. 209-231, 1972.
SKUTNABB-KANGAS, T.; TOUKOMAA, P. Teaching migrant children's mother tongue and learning the language of the host country in the context of the sociocultural situation of the migrant family Helsinki: The Finnish National Commission for UNESCO, 1976.
SPOLSKY, B. Conditions for second language learning New York: Oxford University Press, 1989.
SRIDHAR, S.N. A reality check for SLA theories. TESOL Quarterly, v. 28, n. 3, p. 800-805, 1994.
STERN, H. H. Issues and options in language teaching Oxford: Oxford University Press, 1992.
SWAIN, M. Bilingualism without tears. In: CLARKE, M.; HANDSCOMBE, J. (Ed.). On TESOL'82: pacific perspectives on language learning and teaching. Washington, DC: Teachers of English to Speakers of Other Languages, 1983. p. 35-48.
SWAIN, M. The output hypothesis and beyond: mediating acquisition through collaborative dialogue. In: LANTOLF, J. P. (Ed.). Sociocultural theory and second language learning Hong Kong: Oxford University Press, 2000. p. 97-114.
TUCKER, G. R. Implications for US bilingual education: evidence from Canadian research. Rosslyn, VA: National Clearinghouse for Bilingual Education, 1980. (Focus, 2).
WEINBERG, J. Pennies from He Vinh. TESOL Newsletter, v. xxiv, n. 3, p. 5, jun. 1990.
WILEY, T. G.; LUKES, M. English-Only and standard English ideologies in the U.S. TESOL Quarterly, v. 30, n. 3, p. 511-535, 1996.
ZENTELLA, A. C. Tá bien, you could answer me en cualquier idioma: Puerto Rican codeswitching in bilingual classrooms. In: DURAN, R. Latino language and communicative behavior. Norwood, NJ: Ablex Press, 1981. p. 109-131.

1

Este artigo é uma adaptação do capítulo introdutório de minha tese de doutorado em Lingüística Aplicada, defendida na Unicamp, em 2002, sob a orientação do Prof. Dr. John Robert Schmitz, a quem agradeço e dedico este trabalho.

Datas de Publicação

Publicação nesta coleção
28 Jan 2013
Data do Fascículo
2005

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

[1] ALMEIDA FILHO, J. C. P. Dimensões comunicativas no ensino de línguas Campinas, SP: Pontes, 1998.

[2] ATKINSON, D. The mother tongue in the classroom: a neglected resource? ELT Journal, v. 41, n. 4, p. 241-247, 1987.

[3] AUERBACH, E. R. Reexamining English Only in the ESL classroom. TESOL Quarterly, v. 27, n. 1, p. 9-32, 1993.

[4] BLOOMFIELD, L. Language. New York: Holt, Rinehart and Winston, 1979 [1933 ]

[5] BROOKS, N. Language and Language Learning New York: Harcourt, Brace & World, Inc., 1960.

[6] CANAGARAJAH, A. S. Critical ethnography of a Sri Lankan classroom: ambiguities in student opposition to reproduction through ESOL. TESOL Quarterly, v. 27, n. 4, p. 601-626, 1993.

[7] CANAGARAJAH, A. S. Functions of codeswitching in ESL classrooms: socialising bilingualism in Jaffna. Journal of Multilingual and Multicultural Development, v. 6, n. 3, p.173-195, 1995.

[8] CANAGARAJAH, A. S. Resisting linguistic imperialism in English teaching Hong Kong: Oxford University Press, 1999.

[9] CHOMSKY, N. Review of verbal behavior by B. F. Skinner. Language, v. 35, p. 26-58, 1959.

[10] COLLINGHAM, M. Making use of students' linguistic resources. In: NICHOLLS, S.; HOADLEY-MAIDMENT, E. Current issues in teaching English as a second language to adults Great Britain: British Library Cataloguing, 1988. p. 81-87.

[11] COOK, V. Going beyond the native speaker in language teaching. TESOL Quarterly, v. 33, n. 2, p. 185-209, 1999.

[12] CRAWFORD, J. A war with diversity: US language policy in an age of anxiety. Clevedon, England: Multilingual Matters, 2000.

[13] CUMMINS, J. The role of primary language development in promoting educational success for language minority students. In: CALIFORNIA STATE DEPARTMENT OF EDUCATION (Ed.). Schooling and language minority students: a theoretical framework. Los Angeles: California State University, Evaluation, Dissemination and Assessment Center, 1981.

[14] CUMMINS, J. Linguistic interdependence: a central principle of bilingual education. In: CUMMINS, J.; SWAIN, M. Bilingualism in education: aspects of theory, research an practice. London: Longman, 1986. p. 80-98.

[15] CUMMINS, J. Bilingual education and English immersion: the Ramírez report in theoretical perspective. Bilingual Research Journal, v. 16, n. 1/2, p. 91-104, 1992.

[16] CUMMINS, J. Interdependence of first- and second-language proficiency in bilingual children. In: BIALYSTOK, E. Language processing in bilingual children Great Britain: Cambridge University Press, 1994. p. 70-89.

[17] CUMMINS, J. Negotiating identities: Education for empowerment in a diverse society. Ontário, CA: California Association for Bilingual Education, 1996.

[18] EDELSKY, C. Writing in a bilingual program: the relation of L1 and L2 texts. TESOL Quarterly, v. 16, p. 211-228, 1982.

[19] ELLIS, R. The study of second language acquisition Oxford: Oxford University Press, 1994.

[20] ELLIS, R. (Ed.). Learning a second language through interaction Amsterdam/Philadelphia: John Benjamins Publishing Company, 1999.

[21] GARCÍA, E. Education of linguistically and culturally diverse students: effetive instructional practices. Santa Cruz, CA: National Center for Research on Cultural Diversity and Second Language Learning, 1991.

[22] GARRET, P. et al. Use of the mother-tongue in second language classrooms: An experimental investigation of effects on the attitudes and writing performance of bilingual UK school children. Journal of Multilingual and Multicultural Development, v. 15, n. 5, p. 371-383, 1994.

[23] GENESEE, F. Learning through two languages New York: Newbury House Publishers, 1987.

[24] GROSJEAN, F. Life with two languages: an introduction to bilingualism. Cambridge, Mass.: Harvard University Press, 1982.

[25] GROSJEAN, F. Individual bilingualism. In: The encyclopedia of language and linguistics Oxford: Pergamon Press, 1994, p. 1656-1660.

[26] HALLE, M. Phonology in a generative grammar. Word, v. 18, p. 54-72, 1962.

[27] HORNBERGER, N. H. Teacher Quechua use in bilingual and non-bilingual classrooms of Puno, Peru. In: JACOBSON, R.; FALTIS, C. Language distribution issues in bilingual schooling. Clevedon, England: Multilingual Matters, 1990. p. 163-172.

[28] HUERTA-MACÍAS, A.; QUINTERO, E. Code-switching, bilingualism, and biliteracy: a case study. Bilingual Research Journal, v. 16, n. 3/4, p. 69-90, 1992.

[29] KACHRU, B.B. World Englishes and English-using communities. Annual Review of Applied Linguistics, v. 17, p. 66-87, 1997.

[30] KACHRU, Y. Sources of bias in SLA research: monolingual bias in SLA research. TESOL Quarterly, v. 28, n. 3, p. 795-799, 1994.

[31] KING, R. D. Historical linguistics and generative grammar. Englewood Cliffs, NJ: Prentice-Hall, 1969.

[32] KRAMSCH, C. The privilege of the intercultural speaker. In: BYRAM, M.; FLEMING, M. (Eds.). Language learning in intercultural perspective: approaches through drama and ethnography. Cambridge: Cambridge University Press, 1998. p. 16-31.

[33] LARSEN-FREEMAN, D.; LONG, M. H. An introduction to second language acquisition research. New York: Longman, 1994.

[34] LAMBERT, W. E.; TUCKER, G. R. Bilingual education of children: the St. Lambert experiment. Rowley, MA: Newbury House, 1972.

[35] LAMBERT, W. E.; TUCKER, G. R. A home/scholl language switch program. In: MACKEY, W. F.; ANDERSSON, T. (Ed.). Bilingualism in early childhood Rowley, MA: Newbury House, 1977. p. 327-332.

[36] LENNEBERG, E. H. Biological foundations of language New York: Wiley, 1967,

[37] LIGHTBOWN, P. M.; SPADA, N. How languages are learned Oxford: Oxford University Press, 1993.

[38] LUCAS, T.; KATZ, A. Reframing the debate: the roles of native languages in English-Only programs for language minority students. TESOL Quarterly, v. 28, n. 3, p. 537-561, 1994.

[39] McLAUGHLIN, B. Second language acquisition in childhood New Jersey: Hillsdale, 1978.

[40] MELLO, H. A. B. De. "O português é uma alavanca para que eles possam desenvolver o inglês": eventos de ensino-aprendizagem em uma sala de aula de ESL de uma escola "bilíngüe". 2002. 345 f. Tese (Doutorado em Lingüística Aplicada) _ Instituto de Estudos da Linguagem, Universidade Estadual de Campinas, Campinas, São Paulo.

[41] MEJÍA, A. M. Bilingual teaching/learning events in early immersion classes: a case study in Cali, Colombia. Cali, Colombia, 1994. Tese (Doutorado) _ Universidade de Lancaster.

[42] MERRITT, M. et al. Socializing multilingualism: determinants of codeswitching in Kenyan primary classrooms. Journal of Multilingual and Multicultural Development, v. 13, n. 1/2, p. 103-120, 1992.

[43] OLMEDO-WILLIAMS, I. Functions of code-switching in a Spanish/English bilingual classroom. In: DELAWARE SYMPOSIUM ON LANGUAGE STUDIES, 1., 1979. Newark: University of Delaware. Mimeografado.

[44] PHILIPS, S. U. Participant structures and communicative competence: Warm Springs children in community and classroom. In: CAZDEN, B. C.; JOHN, V. P.; HYMES, D. (Eds.). Functions of language in the classroom New York: Teachers College Press, 1972. p. 370-394.

[45] PHILLIPSON, R. Linguistic imperialism Hong Kong: Oxford University Press, 1997.

[46] PHILLIPSON, R.; SKUTNABB-KANGAS, T. English Only worldwide or language ecology? TESOL Quarterly, v. 30, n. 3, p. 429-452, 1996.

[47] PIATT, B. ¿Only English?: law and language policy in the United States. Albuquerque, NM: University of New Mexico Press, 1990.

[48] ROMAINE, S. Bilingualism Cambridge, MA: Blackwell, 1995.

[49] SAPORTA, S. Applied linguistics and generative grammar. In: VALDMAN, A. (Ed.). Trends in language teaching. New York: McGraw-Hill, 1966.

[50] SCOVEL, T. Multiple perspectives make singular teaching. In: BEEBE, L.M. (Ed.). Issues in second language acquisition: multiple perspectives. New York: Newbury House, 1988.

[51] SELINKER, L. Interlanguage. IRAL, v. 10, p. 209-231, 1972.

[52] SKUTNABB-KANGAS, T.; TOUKOMAA, P. Teaching migrant children's mother tongue and learning the language of the host country in the context of the sociocultural situation of the migrant family Helsinki: The Finnish National Commission for UNESCO, 1976.

[53] SPOLSKY, B. Conditions for second language learning New York: Oxford University Press, 1989.

[54] SRIDHAR, S.N. A reality check for SLA theories. TESOL Quarterly, v. 28, n. 3, p. 800-805, 1994.

[55] STERN, H. H. Issues and options in language teaching Oxford: Oxford University Press, 1992.

[56] SWAIN, M. Bilingualism without tears. In: CLARKE, M.; HANDSCOMBE, J. (Ed.). On TESOL'82: pacific perspectives on language learning and teaching. Washington, DC: Teachers of English to Speakers of Other Languages, 1983. p. 35-48.

[57] SWAIN, M. The output hypothesis and beyond: mediating acquisition through collaborative dialogue. In: LANTOLF, J. P. (Ed.). Sociocultural theory and second language learning Hong Kong: Oxford University Press, 2000. p. 97-114.

[58] TUCKER, G. R. Implications for US bilingual education: evidence from Canadian research. Rosslyn, VA: National Clearinghouse for Bilingual Education, 1980. (Focus, 2).

[59] WEINBERG, J. Pennies from He Vinh. TESOL Newsletter, v. xxiv, n. 3, p. 5, jun. 1990.

[60] WILEY, T. G.; LUKES, M. English-Only and standard English ideologies in the U.S. TESOL Quarterly, v. 30, n. 3, p. 511-535, 1996.

[61] ZENTELLA, A. C. Tá bien, you could answer me en cualquier idioma: Puerto Rican codeswitching in bilingual classrooms. In: DURAN, R. Latino language and communicative behavior. Norwood, NJ: Ablex Press, 1981. p. 109-131.