Aprender a ler e a escrever em inglês como segunda língua: um estudo de revisão no Canadá e nos EE.UU.
DOI:
https://doi.org/10.35362/rie520616Palavras-chave:
aprender inglês como segunda língua; crianças hispano-falantes; aprender a ler e escrever; processos cognitivos; aprendizagem de uma segunda língua e dificuldades de aprendizagem; revisão de estudos., crianças hispano-falantes, aprender a ler e escrever, processos cognitivos, aprendizagem de uma segunda língua e dificuldades de aprendizagem, revisão de estudos, aprender inglês como segunda línguaResumo
O objetivo desta revisão é dar a conhecer a pesquisa realizada com crianças que aprendem a ler e a escrever em inglês como segunda língua, focalizada especialmente em crianças hispano-falantes que vivem no Canadá e nos Estados Unidos, já que o auge da imigração da população espanhola nestes países propiciou um interesse cada vez maior por parte dos pesquisadores pelo tema. Neste artigo se expõem as principais teorias explicativas sobre a aprendizagem da leitura e da escritura numa segunda língua e, ao mesmo tempo, analisam-se as habilidades que são críticas para tal fim. Chegados a este ponto tratou-se de sintetizar a contribuição da pesquisa realizada até agora sobre a aprendizagem da leitura e da escrita numa segunda língua para, finalmente, abordar um dos temas de maior debate neste campo de estudo: o referido às relações entre aprendizagem de uma segunda língua e dificuldades de aprendizagem, fazendo finca pé na importância de se encontrar mecanismos precoces de identificação para poder oferecer serviços de apoio que permitam prevenir estes problemas, tendo em conta a elevada proporção de crianças de fala não inglesa que apresenta dificuldades nesta área.
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Referências
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August, Diane y otros (2005). «The Critical Role of Vocabulary Development for English Language Learners», en Learning Disabilities Research and Practice, vol. 20, n.º 1.
August, Diane y Shanahan, Timothy (eds.) (2006). Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah: Lawrence Erlbaum Associates. Disponible en: <http://www.cal.org/projects/archive/nlpreports/Executive_Summary.pdf>.
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Carlisle, Joanne y otros (1999). «Relationship of Metalinguistic Capabilities and Reading Achievement for Children who are Becoming Bilingual», en Applied Psycholinguistics, vol. 20, n.º 4.
Carver, R.P. (1994). Percentage of unknown vocabulary words in text as a function of the relative difficulty of the text. Journal of Reading Behavior, vol. 26.
Chall, Jeanne S. (1987). «Two Vocabularies for Reading: Recognition and Meaning», en Margaret G. McKeown y Mary E. Curtis (eds.), The Nature of Vocabulary Acquisition. Hillsdale: Lawrence Erlbaum Associates.
Chall, Jeanne S. (1996). Stages of Reading Development. (2.a ed.). Fort Worth: Harcourt Brace College Publishers.
Chiappe, Penny y Siegel, Linda S. (1999). «Phonological Awareness and Reading Acquisition in English and Punjabi-Speaking Canadian Children», en Journal of Educational Psychology, vol. 91, n.º 1.
Chiappe, Penny, Siegel, Linda S. y Wade-Woolley, Lesly (2002). «Linguistic Diversity and the Development of Reading Skills: A Longitudinal Study», en Scientific Studies of Reading, vol. 6, n.º 4.
Cisero, Cheryl A. y Royer, James M. (1995). «The Development and Cross-Language Transfer of Phonological Awareness», en Contemporary Educational Psychology, vol. 20, n.º 3.
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D’Angiulli, Amedeo, Siegel, Linda S. y Serra, Emily (2001). «Development of Reading in English and Italian in Bilingual Children», en Applied Psycholinguistics, vol. 22, n.º 4.
Da Fontoura, Helena A. y Siegel, Linda S. (1995). «Reading, Syntactic, and Working Memory Skills of Bilingual Portuguese-English Canadian Children», en Reading and Writing: An Interdisciplinary Journal, vol. 7, n.º 1.
Durgunoglu, Aydin Y., Nagy, William E. y Hancin-Bhatt, Barbara J. (1993). «Cross-Language Transfer of Phonological Awareness», en Journal of Educational Psychology, vol. 85, n.º 3.
Ehri, Linnea C. y Wilce, Lee S. (1980). «The Influence of Orthography on Readers’ Conceptualization of the Phonemic Structure of Words», en Applied Psycholinguistics, vol. 1, n.º 4.
Fitzgerald, Jill (1995a). «English-as-a-Second-Language Reading Instruction in the United States: A Research Review», en Journal of Reading Behavior, vol. 27, n.º 2.
Fitzgerald, Jill (1995b). «English-as-a-Second-Language Learners’ Cognitive Reading Processes: A Review of Research in the United States», en Review of Educational Research, vol. 65, n.º 2.
Fitzgerald, Jill y Shanahan, Timothy (2000). «Reading and Writing Relations and Their Development», en Educational Psychologist, vol. 35, n.º 1.
Geva, Esther, Yaghoub-Zadeh, Zhoreh y Schuster, Barbara (2000). «Part iv: Reading and Foreign Language Learning: Understanding Individual Differences in Word Recognition Skills of esl Children», en Annals of Dyslexia, vol. 50, n.º 1.
Geva, Esther y Siegel, Linda S. (2000). «Orthographic and Cognitive Factors in the Concurrent Development of Basic Reading Skills in Two Languages», en Reading and Writing: An Interdisciplinary Journal, vol. 12, n.os 1-2.
Gombert, Jean Émile (1992). Metalinguistic Development. Chicago: Chicago University Press.
Gottardo, Alejandra (2002). «The Relationship between Language and Reading Skills in Bilingual Spanish-English Speakers», en Topics in Language Disorders, vol. 22, n.º 5.
Gottardo, Alejandra y otros (2001). «Factors Related to English Reading Performance in Children with Chinese as a First Language: More Evidence of Cross-Language Transfer of Phonological Processing», en Journal of Educational Psychology, vol. 93, n.º 3.
Hakuta, Kenji (1990). «Language and Cognition in Bilingual Children», en Amado M. Padilla, Halrford H. Fairchild y Concepción M Valdez y (eds.), Bilingual Education: Issues and Strategies. Newbury Park: Sage Publications.
Høien, Torlei y otros (1995). «Components of Phonological Awareness», en Reading and Writing: An Interdisciplinary Journal, vol. 7, n.º 2.
Jiménez, Juan E. (1992). «Metaconocimiento fonológico: un estudio descriptivo sobre una muestra de niños prelectores en edad escolar», en revista Infancia y Aprendizaje, n.º 57.
Jiménez, Juan E. y Haro, Carmen (1995). «Effects of Word Linguistic Properties on Phonological Awareness in Spanish Children», en Journal of Educational Psychology, vol. 87, n.º 2.
Jiménez, Juan E. y O’Shanahan, Isabel (2008). «Enseñanza de la lectura: de la teoría y la investigación a la práctica educativa», en Revista Iberoamericana de Educación, vol., n.º 45/5. Disponible en: <http://www.rieoei.org/deloslectores/2362JimenezV2.pdf>.
Juel, Connie (1988). «Learning to Read and Write: A Longitudinal Study of 54 Children from First through Fourth Grades», en Journal of Educational Psychology, vol. 80, n.º 4.
Kame´enui, Edward y Simmons, Deborah (2001). «Introduction to This Special Issue: The dna of Reading Fluency», en Scientific Studies of Reading, vol. 5, n.º 3.
Klingner, Janette K., Artiles, Afredo J. y Méndez Barletta, Laura (2006). «English Language Learners Who Struggle With Reading. Language Acquisition or LD?», en Journal of Learning Disabilities, vol. 39, n.º 2.
Knight, Stephanie L., Padron, Yolanda N. y Waxman, Hersholt C. (1985). «The Cognitive Reading Strategies of esl Students», en tesol Quarterly, vol. 19, n.º 4. Teachers of English to Speakers of Other Languages, Inc. (tesol).
Lesaux, Nonie K. y Siegel, Linda S. (2003). «The Development of Reading in Children Who Speak English as a Second Language», en Developmental Psychology, vol. 39, n.º 6.
Liberman, Isabelle y otros (1974). «Explicit Syllable and Phoneme Segmentation in the Young Child», en Journal of Experimental Child Psychology, vol. 18, n.º 2.
Lindgren, Scott D., de Renzi, Ennio y Richman Lynn C. (1985). «Cross-National Comparisons of Developmental Dyslexia in Italy and the United States», en Child Development, vol. 56, n.º 6.
Lindsey, Kim A., Manis, Franklin, R., Bailey, Caroline E. (2003). «Prediction of First-Grade Reading in Spanish-Speaking English-Language Learners», en Journal of Educational Psychology, vol. 95, n.º 3.
Lipka, Orly, Siegel, Linda S. y Vukovic, Rose (2005). «The Literacy Skills of English Language Learners in Canada», en Learning Disabilities Research y Practice, vol. 20, n.º 1.
Lundberg, Ingvar, Frost, Jørgen y Petersen, Ole-Peter (1988). «Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children», en Reading Research Quarterly, vol. 23, n.º 3.
Lundberg, Ingvar, Oloffson, Åke y Wall, Stig (1980). «Reading and spelling skills in the first school years predicted from phonemic awareness skills in kindergarten», en Scandinavian Journal of Psychology, vol. 21, n.º 1.
MacSwan, Jeff, Rolstad, Kellie, Glass, Gene V. (2002). «Do Some School-Age Children Have No Language? Some Problems of Construct Validity in the Pre-LAS Espanoll», en Bilingual Research Journal, vol. 26, n.º 2.
Manis, Franklin R., Lindsey, Kim A., Bailey, Caroline E. (2004). «Development of Reading in Grades K-2 in Spanish-Speaking English-Language Learners», en Learning Disabilities Research and Practice/Council for Exceptional Children, vol. 19, n.º 4.
Miramontes, Ofelia B. (1987). «Oral Reading Miscues of Hispanic Students: Implications for Assessment of Learning Disabilities», en Journal of Learning Disabilities, vol. 20, n.º 10.
Nces (2003). National Assessment of Educational Progress 2003, Reading Assessments. Washington, dc: us Department of Education, ies.
Nichd (2000). Report of the National Reading Panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. National Institutes of Health (nih) Publication n.º 00-4754. Washington, dc: us Government Printing Office.
Oller, J.W. (1991). Language testing research: Lessons applied to LEP students and programs. En Proceedings of the first research symposium on limited English proficient students’ issues: Focus on evaluation and measurement: Vol 2 (pp. 42-123). Washington, DC: U.S. Department of Education, Office of Bilingual Education and Minority Language Affairs.
Padron, Yolanda N. y Waxman, Hersholt C. (1988). «The Effect of esl Students’ Perceptions of Their Cognitive Strategies on Reading Achievement», en tesol Quarterly, vol. 22, n.º 1.
Perfetti, Charles A. (1985). Reading Ability. Nueva York: Oxford University.
Perfetti, Charles A. (1999). «Comprehending Written Language: A Blueprint of the Reader», en Colin M. Brown y Peter Hagoot (eds.), The Neurocognition of Language. Nueva York: Oxford University Press.
Quiroga, Teresa y otros (2002). «Phonological Awareness and Beginning Reading in Spanish-Speaking esl First Graders: Research into Practice», en Journal of School Psychology, vol. 40, n.º 1.
Schmidley, Dianne (2003). «The Foreign-Born Population in the United States: March 2002», en Current Population Reports, P20-539, us Census Bureau. Washington, dc. Disponible en: <http://www.census.gov/prod/2003pubs/p20-539.pdf>.
Siegel, Linda S. (1992). «An Evaluation of the Discrepancy Definition of Dyslexia», en Journal of Learning Disabilities, vol. 25, n.º 10.
Siegel, Linda S. (1993). «The Development of Reading», en Hayne W. Reese (ed.), Advances in Child Development and Behavior, vol. 24. San Diego: Academic Press.
Siegel, Linda S. (2002). «Bilingualism and Reading», en Ludo Verhoeven, Carsten Elbro y Pieter Reitsma (eds.), Precursors of Functional Literacy. Philadelphia: John Benjamins. (Serie Studies in Written Language and Literacy, n.º 11).
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Como Citar
Jiménez, J. E., & O’Shanahan Juan, I. (2010). Aprender a ler e a escrever em inglês como segunda língua: um estudo de revisão no Canadá e nos EE.UU. Revista Ibero-Americana De Educação, 52, 179–202. https://doi.org/10.35362/rie520616
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2010-01-01
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Artigos do monográfico
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