Comunicação multimodal em um ambiente de educação preescolar bilíngue: uma análise semiótico-social da interação
DOI:
https://doi.org/10.17533/udea.ikala.v27n1a05Palavras-chave:
educação bilíngue, ensino em duas línguas, educação inicial, alfabetização, comunicação multimodal, sócio-semióticaResumo
Os aprendizes bilíngues geralmente integram recursos semióticos e comunicativos entre os idiomas que falam. Infelizmente, as pesquisas atuais sobre esse fenômeno atribuem funções pragmáticas a formas individuais de discurso no melhor dos casos ou a expressões isoladas no pior deles. Portanto, utilizando modelos de interação multimodal sociossemiótica, este estudo analisou ações nas interações de um grupo de seis estudantes transnacionais que participaram de um círculo de alfabetização de segunda série em uma escola no oeste de Nova York, Estados Unidos. O objetivo foi explicar as complexas reciprocidades entre suas formas de comunicação multimodal, seu ambiente de aprendizagem e, em última análise, sua aprendizagem mediada e evidenciada em sua ação comunicativa multimodal integrada. Os dados incluíram quatro gravações de áudio obtidas em quatro rodas de leitura realizadas em quatro dias. Os achados indicam que, antes de tudo, a aprendizagem deriva da comunicação. Segundo, que a aprendizagem só pode ser evidenciada por meio da comunicação em interação. Por fim, a comunicação é sempre multimodal e emergente, mas, ao mesmo tempo, determinada pela cultura. Isso traz implicações diretas para o ensino e a aprendizagem em relação às condições sociais disponíveis para os alunos acessarem todo o seu repertório de recursos semióticos e modos de participação e ação em nome próprio e na busca de sua aprendizagem.
Downloads
Referências
Ascenzi-Moreno, L. (2018). Translanguaging and responsive assessment adaptations: Emergent bilingual readers through the lens of possibility. Language Arts, 95, 355–369.
Aukerman, M., Moore Johnson, E., & Chambers Schuldt, L. (2017). Reciprocity of student and teacher discourse practices in monologically and dialogically organized text discussion. Journal of Language & Literacy Education, 13(2), 1–52
Ben-Zeev, S. (1977). Influence of bilingualism on cognitive strategy and cognitive development. Child Development, 48, 1009–1018. https://doi.org/10.2307/1128353
Boyd, M. P., Jamark, C. J., & Edmiston, B. (2018). Building bridges: Coauthoring a class handshake, building a classroom community. Pedagogies: An International Journal, 13(4), 330–352. https://doi.org/10.1080/1554480X.2018.1437731
Castles, S., De Haas, H., & Miller, M. J. (2013). The age of migration: International population movements in the modern world. Macmillan International Higher Education.
Cenoz, J., & Gorter, D. (2017). Minority languages and sustainable translanguaging: Threat or opportunity? Journal of Multilingual and Multicultural Development, 38(10), 901–912. https://doi.org/10.1080/01434632.2017.1284855
Collins, B. B. (2014). Dual language development of Latino children: Effect of instructional program type and the home and school language environment. Early Childhood Research Quarterly, 29(3), 389–397. https://doi.org/10.1016/j.ecresq.2014.04.009
Fairclough, N. (2011). Semiotic aspects of social transformation and learning. In R. Rogers (Ed.), An introduction to critical discourse analysis in education (pp. 147–155). Routledge.
Flores, S. (2010). State dream acts: The effect of in-state resident tuition policies and undocumented Latino/a students. Review of Higher Education, 33, 239–283. https://doi.org/10.1353/rhe.0.0134
Flores, N., & García, O. (2017). A critical review of bilingual education in the United States: From basements and pride to boutiques and profit. Annual Review of Applied Linguistics, 37, 14–29. https://doi.org/10.1017/S0267190517000162
Franks, A., & Jewitt, C. (2001). The meaning of action in learning and teaching. British Educational Research Journal, 27(2), 201–218. https://doi.org/10.1080/01411920120037144
García, H., & Nava Gómez, G. N. (2012). The impact of regional differences on elementary school teachers’ attitudes towards their students’ use of code switching in a south Texas school district. Profile: Issues in Teachers’ Professional Development, 14(1), 67–78.
García-Mateus, S., & Palmer, D. (2017). Translanguaging pedagogies for positive identities in two-way dual language bilingual education. Journal of Language, Identity & Education, 16(4), 245–255. https://doi.org/10.1080/15348458.2017.1329016
Graf Estes, K., & Hay, J. F. (2015). Flexibility in bilingual infants’ word learning. Child Development, 86(5), 1371–1385. https://doi.org/10.1111/cdev.12392
Goldenberg, C., & Coleman, R. (2010). Promoting academic achievement among English learners: A guide to the research. Corwin Press.
Goldin-Meadow, S. (2000). Beyond words: The importance of gesture to researchers and learners. Child development, 71(1), 231–239. https://doi.org/10.1111/1467-8624.00138
Hamman, L. (2018). Translanguaging and positioning in two-way dual language classrooms: A case for criticality. Language and Education, 32(1), 21–42. https://doi.org/10.1080/09500782.2017.1384006
Hymes, D. (1994). Toward ethnographies of communication. In J. Maybin (Ed.), Language and literacy in social practice: A reader (pp. 11–22). Multilingual Matters, Ltd.
Jaffe, A. (2007). Codeswitching and stance: Issues in interpretation. Journal of Language, Identity, and Education, 6(1), 53–77.
Jefferson, G. (2004). Glossary of transcript symbols with an introduction. In G. H. Lerner (Ed.), Conversation Analysis: Studies from the First Generation (pp. 13–31). John Benjamins. https://doi.org/10.1075/pbns.125.02jef
Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge.
Kress, G. (2011). Discourse analysis and education: A multimodal social semiotic approach. In R. Rogers (Ed.), An introduction to critical discourse analysis in education (pp. 205–226). Routledge.
Leung, G., & Uchikoshi, Y. (2012). Relationships among language ideologies, family language policies, and children’s language achievement: A look at Cantonese-English bilinguals in the U.S. Bilingual Research Journal, 35(3), 294–313. https://doi.org/10.1080/15235882.2012.731588
Macswan, J. (2013) Codeswitching and grammatical theory. In T. Bhatia & W. Ritchie (Eds.), The handbook of bilingualism and multilingualism (pp. 321–350). Wiley-Blackwell. https://doi.org/10.1002/9781118332382.ch13
MacSwan, J. (2017). A multilingual perspective on translanguaging. American Educational Research Journal, 54(1), 167–201.
MacSwan, J. (2020). Translanguaging, language ontology, and civil rights. World Englishes, 39(2), 321–333.
Norris, S. (2004). Analyzing multimodal interaction: A methodological framework. Routledge. https://doi.org/10.4324/9780203379493
Norris, S. (2014). The impact of literacy-based schooling on learning a creative practice: Modal configurations, practices and discourses. Multimodal Communication, 3(2), 181–195. https://doi.org/10.1515/mc-2014-0011
Poepsel, T., & Weiss, D. J. (2016). The influence of bilingualism on statistical word learning. Cognition, 152, 9–19. https://doi.org/10.1016/j.cognition.2016.03.001
Rodríguez, M. M. (2015). Families and educators supporting bilingualism in early childhood. School Community Journal, 25(2), 177–194.
Roth, W. M. (2001). Gestures: Their role in teaching and learning. Review of Educational Research, 71(3), 365–392. https://doi.org/10.3102/00346543071003365
Downloads
Publicado
Como Citar
Edição
Seção
Categorias
Licença
Copyright (c) 2022 Íkala, Revista de Lenguaje y Cultura
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
