Consciência morfológica e alfabetização em língua materna: o impacto da aprendizagem de inglês como língua adicional

Abstract

This work emerged of the question about whether there are benefits from learning English as an additional language in relation to morphological awareness and the literacy process in the mother tongue. The general goal is to analyze the performance of children in their first year of elementary school in a morphological awareness task and English language skills, assessing their implications for literacy in their mother tongue. The methodology developed for this study is composed of two English language skills tests and six tasks on morphological awareness. Moreover, children produced written texts. Based on the Representational Redescription model, by Karmiloff-Smith (1992), and Lorandi and Karmiloff-Smith (2012), the levels of knowledge presented by children were analyzed. Data seem to reveal that there are measurable benefits afforded by learning of English in relation to morphological awareness and literacy in children’s mother tongue.