Abstract
A ideia de que o ensino de línguas deve ser feito exclusivamente na língua-alvo e de que os ‘falantes nativos’ são melhores professores ainda existe. Nesse contexto, há professores de língua que acreditam que a alternância de códigos é prejudicial ao aprendizado da língua-alvo, enquanto outros entendem que o uso da língua materna pode beneficiá-lo (Tian Macaro, 2012). Buscando entender o que as pesquisas encontraram sobre os efeitos do ensino de línguas com alternância de código, realizamos uma síntese de pesquisa de estudos publicados entre 2008 e 2018. Nossas perguntas de pesquisa foram 1) quais são os efeitos da instrução com alternância de código no aprendizado de segunda língua? 2) este tipo de instrução leva a melhores resultados? e 3) quais são os contextos das pesquisas que investigaram a alternância de código e quem sãos seus participantes? Oito dos nove estudos encontrados apontam que a instrução com alternância de código obteve melhores resultados do que a instrução feita exclusivamente na língua-alvo, com efeitos positivos sendo reportados em todos eles. Assim, entendemos que a alternância de código não é necessariamente um sinal de falta de competência linguística e que ela não é prejudicial à aprendizagem de línguas.
Highlights
The belief that native-speakers of English are better suited to teach the language has been widely criticized made (Phillipson, 1992; Kabel, 2008, Houghton & Rivers, 2013), it still permeates second-language instruction around the globe
For Holliday (2006), it “plays a widespread and complex iconic role outside as well as inside the English-speaking West” (p. 385). This belief, along with ‘English-only’ policies rooted in the Direct Method (Sampson, 2011), has led many to the incorrect understanding that language classrooms are monolingual environments where only the target language (TL) should be allowed
We understood that code-switched instruction lead to better results than target-language only instruction when the participants from the CSI groups quantitatively outperformed those from target-language-only instruction (TLI). 5 The studies did not have to investigate grammar, vocabulary or reading to be included in this research synthesis
Summary
The belief that native-speakers of English are better suited to teach the language has been widely criticized made (Phillipson, 1992; Kabel, 2008, Houghton & Rivers, 2013), it still permeates second-language instruction around the globe. The main purpose of this research synthesis2 was to examine intervention studies that investigated the effects of code-switched instruction3 on the learning of a second language. Because these studies investigated the effect of code-switching on the learning of either grammar, vocabulary or reading, a choice5 was made to present their results according to the content of the instruction given to the participants.
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