Literacia alfabética: relações grafo-fonológicas dos sistemas português-inglês no desenvolvimento da escrita em língua inglesa por crianças do 2º e do 3º ano do ensino fundamental I

Abstract

This quantitative-qualitative research (Creswell, 2007; Rodrigues et al., 2021) deals with the relationship between phonological awareness and the development of writing in English in the process of Portuguese and English biliteracy by children of 2nd and 3rd year of Elementary School. In particular, the study is focused on the development of grapho-phonological level of phonological awareness and the development of written language in English, in the process of Alphabetic Literacy, based on Four-Level Literacy Model (Modelo dos Quatro Níveis de Literacia) by Alves, Finger and Brentano, 2021. For this purpose, this research is based on a linguistic and cognitive view of the development of reading and writing (Morais, Kolinsky, 2016; Gabriel, 2017; Morais, 2019; 2020, among others). In addition, we consider the similarities and singularities of the Brazilian Portuguese and English language (Cristófaro-Silva, 2015; Masip, 2014); considerations on bilingualism and bilingual education (Megale, 2018; Megale, El Kadri, 2023); metaphonological skills in mother language and additional language (Alves, 2012; Alves, Finger, 2023); and the skills needed for the development of writing (Rigatti-Scherer, 2008; Fayol, 2014; Maluf, 2022, among others). The specific objectives of the research include: i) to describe and analyze the orthographic production in English as an additional language (AL) of a group of students inserted in the context of bilingual education Portuguese/English with a focus on the influence of the knowledge of the grapho-phonological relations of BP and AL, based on the proposed categorization of children9s orthographic performance, by Chacon and Pezarini (2018 – expanded by Silva et al., 2021); ii) To discuss the possible motivations for unconventional orthography on the part of students based on the influence of the grapho-phonic and phonological aspects of additional language and mother language, based on four possible considerations, namely: phonetic-phonological influence on written production; motivations resulting from the contrast of the grapho-phonological relations of the AL; influence of knowledge of grapho-phonological relations of BP and syllabic structures. For this purpose, two datasets are integrated in this work for the analysis: writing data from lexical items in English, produced by children from the 2nd and 3rd year of Elementary School I who attend a bilingual school in the state of Paraná; and a questionnaire with personal and linguistic data of the child and family (Finger; Scholl, 2013), which form the corpus of the research. As for the data analysis procedures, the writing records were analyzed based on the proposed categorization of children9s orthographic performance, by Chacon and Pezarini (2018), and the contributions to the model, by Silva and colleagues (2021) and, subsequently, the nonconventional spelling data were discussed from the proposal of this study to relate the possible motivations for the performance of deviant writing, considering the context of bilingual literacy. The main results suggest a higher incidence of non-phonological orthographic substitutions involving digraphs and the spelling of graphemes conditioned to the contextual rules of the conventions between sounds and letters of AL. With regard to the motivations, the results indicate that multiple factors can influence children9s hypotheses regarding the combination of sounds and letters in the development of writing in AL.