O papel do letramento no ensino de LE para crianças recém-alfabetizadas em LM

Abstract

The interest for this research arose from the reflections of the researcher as a French foreign language teacher to children and from questions emerged from literacy studies. It was noticed an enchantment of children when listening to stories and handling texts written in a foreign language even without fully understanding it. The research sought to answer whether literacy practices in a FL classroom could be a gateway to FL learning. An investigative research of qualitative orientation was held, focusing on FL knowledge process in a sociohistorical perspective on literacy. For this, it was sought to articulate discussions on literacy as a social practice and on vygotskian learning theory. Theoretical discussions ensued pondering the relationships that can be established between mother tongue literacy and foreign language. It can be stated that children who have not yet deciphered the written code of FL and know little of the lexicon of FL, can be considered literate in FL if engaged in social practices of reading and writing and make use of this language, even if intermediated by a literate person.