Abstract
ABSTRACT Purpose: to verify the influence of bilingualism on the development of phonological awareness. Methods: this is an integrative literature review, built on the hypothesis of the relationship between bilingualism and its influence on the development of phonological skills in children. The construction was carried out in the databases: CAPES, Pubmed, Scielo, Eric, and LILACS, using the following free terms in Portuguese and English: bilingualism AND phonology, bilingualism AND phonological awareness and bilingualism AND phonological skills. The sample selection criteria were: a) scientific papers published in national and international journals with full text, free and available in the database; b) in English and Portuguese; c) that addressed the theme in the last five years. For the selection of the papers, reading the title, followed by the summary, and finally, reading the papers potentially relevant for review were considered. Results: following the eligibility criteria, 2,578 papers were identified. Of these, 87 were selected for complete analysis. The final sample consisted of eight papers, two of them being written by Brazilian authors. Of these, five showed better phonological awareness skills in bilinguals and two in monolinguals. Studies point out that age can be a predictor of language skills and better phonological awareness skills associated with good reading development. Bilinguals, early exposed to this skill, develop reading by phonology and those with late exposition, by semantics. Conclusion: the present study demonstrated that there are still controversies regarding the impacts of bilingualism on phonological awareness, including on the benefits of phonological awareness.
Highlights
The globalization process brought to society children increasingly exposed to other languages at an early age
Studies point out that age can be a predictor of language skills and better phonological awareness skills associated with good reading development
Studies indicate that age can be a predictor of language skills and better phonological awareness skills associated with good reading development
Summary
The globalization process brought to society children increasingly exposed to other languages at an early age. The demand for schools offering bilingual education has increased in Brazil in recent decades[1]. The child’s native language learning happens through interaction with family members. The acquisition of a new language can positively influence language skills, which are essential in developing a good reader[2]. The proper development of the first language favors and facilitates the acquisition of a new language, influenced by psycholinguistic predictors that involve, among others, the syntactic, phonological, and lexical levels[3]. Teaching is considered bilingual when the child is exposed to at least two different languages since it is essential to interact with the world around them through experience so that they assume communication roles with other interlocutors[4]
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