O uso da L1 dos alunos como recurso no processo de ensino e aprendizagem de/em Português/L2: o contexto de Ensino Bilingue em Moçambique
Palavras-chave:
alternância de códigos, ensino bilingue, língua materna, língua segundaResumo
Neste artigo, combinamos o método etnográfico e a análise de discurso para explorar as práticas linguísticas na sala de aula, crenças e atitudes de professores do ensino bilingue em relação ao uso da língua materna dos alunos no ensino/aprendizagem de/em Português como língua segunda. Os dados de análise são resultado da nossa observação de aulas e interacção com professores do ensino bilingue, em missões de investigação e avaliação desta modalidade de ensino em Moçambique. Tendo como base estudos anteriores sobre alternância de códigos (‘codeswitching’), a perspectiva analítica adoptada neste estudo localiza as práticas discursivas na sala de aula bem como as posições e as atitudes linguísticas dos professores nos contextos sociopolítico e educacional em que se manifestam. A análise adopta também uma perspectiva interdisciplinar, fazendo uso de conhecimentos e resultados de estudos de natureza sociolinguística, psicolinguística e pedagógica. O nosso argumento de base é que a alternância de códigos no processo de ensino/aprendizagem é uma estratégia comunicativa e pedagógica que, uma vez usada de forma óptima, pode melhorar a comunicação na sala de aula e os resultados da aprendizagem de/em Português, em particular considerando que esta é uma língua segunda para a maior parte das crianças moçambicanas.
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