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

Read more

Summary

Introduction

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.

Objectives
Results
Conclusion

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call

Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.