( PDF ) "My father tongue is portuguese" : developing plurilinguistic awareness with 5th graders

Download PDF

ads:

UNIVERSIDADE FEDERAL DE SANTA CATARINA

PÓS-GRADUAÇÃO EM LETRAS/INGLÊS E LITERATURA

CORRESPONDENTE

“MY FATHER TONGUE IS PORTUGUESE”: DEVELOPING

PLURILINGUISTIC AWARENESS WITH 5

GRADERS

por

GIANA TARGANSKI STEFFEN

Dissertação submetida à Universidade Federal de Santa Catarina em cumprimento

parcial dos requisitos para obtenção de grau de

MESTRE EM LETRAS

FLORIANÓPOLIS

Fevereiro de 2008

ads:

Livros Grátis

http://www.livrosgratis.com.br

Milhares de livros grátis para download.

Esta dissertação de Giana Targanski Steffen, intitulada “My father tongue is

Portuguese”: developing plurilinguistic awareness with 5th graders, foi julgada

adequada e aprovada em sua forma final, pelo Programa de Pós-Graduação em

Letras/Inglês e Literatura Correspondente, da Universidade Federal de Santa Catarina,

para fins de obtenção de grau de

MESTRE EM LETRAS

Área de concentração: Inglês e Literatura Correspondente

Opção: Inglês e Lingüística Aplicada

______________________________

Prof. Dr. José Luiz Meurer

Coordenador

BANCA EXAMINADORA:

_____________________________

Profa. Dra. Josalba Ramalho Vieira

Orientadora e Presidente

____________________________

Prof. Dr. Gilvan Müller de Oliveira

Examinador

___________________________

Prof. Dr. Pedro de Moraes Garcez

Examinador

Florianópolis, 29 de fevereiro de 2008.

ads:

iii

For my Mom and Dad, who never let me quit.

AGRADECIMENTOS

A minha orientadora Profa. Dra. Josalba Ramalho Vieira, pelo apoio, paciência e

dedicação.

A banca examinadora, por terem aceitado o convite.

Aos alunos que participaram dessa pesquisa, pela sua colaboração.

A todos os professores da PGI.

A todos meus colegas de mestrado que participaram dessa jornada comigo.

Ao Eduardo, pela calma que me emprestou nas horas difíceis.

A minha amiga e colega Maria Elizabete Villela Santiago, por ter conduzido outros

estudos comigo que me auxiliaram no meu crescimento enquanto pesquisadora.

Aos meus amigos, que torceram por mim nessa jornada.

A minha família, pelo incentivo.

Ao CNPQ, pelo apoio financeiro.

ABSTRACT

“MY FATHER TONGUE IS PORTUGUESE”: DEVELOPING PLURILINGUISTIC

AWARENESS WITH 5

GRADERS

GIANA TARGANSKI STEFFEN

UNIVERSIDADE FEDERAL DE SANTA CATARINA

2008

Supervising Professor: Profª Dra. Josalba Ramalho Vieira

This study examined how the process of development of plurilinguistic

knowledge occurs and how it influences the awareness of language students bring to the

grade. In order to do so, the student-participants from Colégio de Aplicação (CA-

UFSC) were involved in a small-scale intervention where they were exposed to a series

of plurilingual activities which aimed at helping students develop the five domains of

competence of Language Awareness (James and Garrett, 1998): cognitive, affective,

social, power and performance. The results showed that the process of development of

plurilinguistic knowledge involves development of translinguistic tools, use of a text’s

internal coherence, use of previously acquired knowledge and development of the

ability to notice specific characteristics of languages. The activities, as well as teacher’s

role in scaffolding, have positively supported the students with the development of both

the cognitive and affective domains of Language Awareness. The social and power

domains were not noticeably affected while the performance domain could not be

assessed.

Key words: Language Awareness, plurilinguistic knowledge, linguistic diversity,

language education

(76 pages – 20.226 words)

“MINHA LINGUA PATERNA É PORTUGUÊS”: DESENVOLVENDO

CONSCIÊNCIA PLURILINGÜÍSTICA COM ALUNOS DE 5ª SÉRIE

GIANA TARGANSKI STEFFEN

UNIVERSIDADE FEDERAL DE SANTA CATARINA

2008

Professora orientadora: Profª Dra. Josalba Ramalho Vieira

Esse estudo examinou como se dá o processo de desenvolvimento do

conhecimento plurilingüístico e como ele influencia a consciência lingüística que os

alunos trazem para a 5a série. Para tanto, os alunos-participantes do Colégio de

Aplicação (CA-UFSC) participaram de uma intervenção na qual eles foram expostos a

uma série de atividades plurilíngües que objetivavam o desenvolvimento dos cinco

domínios de competência da Consciência Lingüística (James e Garrett, 1998):

cognitivo, afetivo, social, poder e performance. Os resultados mostraram que o processo

de desenvolvimento do conhecimento plurilingüístico envolve o desenvolvimento de

ferramentas translingüísticas, uso da coerência interna de um texto, uso de

conhecimento previamente adquirido e desenvolvimento da habilidade de notar

características específicas das línguas. As atividades, assim como a assistência da

professora com andaimes (scaffolding), positivamente apoiaram os alunos com o

desenvolvimento dos domínios cognitivo e afetivo da Consciência Lingüística. O

domínio social e de poder não foram notadamente afetados enquanto o domínio

performance não pode ser avaliado.

(76 páginas – 20.226 palavras)

vii

TABLE OF CONTENTS

CHAPTER I

Introduction

1.1. Statement of the problem…………………………………..….……….…1

1.2. Purpose of the study……………………………………………...……….3

1.3. Research questions………………………………………….…………….3

1.4. Overview of chapters………………...……………………………………3

CHAPTER II

Review of Literature

2.1. The ‘Language Awareness Movement’…………………………………….5

2.2. Language Awareness programs…………………………………………….9

2.3. The need for Language Awareness………………………………………..14

CHAPTER III

Method

3.1. Introduction …………………..…………………………………………………..24

3.2. Data collection instruments and procedures………………………………………25

3.3. Participants and setting……………………………………………………...…….25

3.4. Activities ………………………………………………………………………….28

3.5. Analysis of data ………….………………………………………………………..46

CHAPTER IV

Data analysis and interpretation

4.1. Introduction …………………………………………………………….…………49

4.2. Students’ profile …………………………………………………………………..49

4.3. Re-activation of previously acquired knowledge …………………………………53

4.4. Development of translinguistic tools ……………………………...………………55

viii

4.5. Recognition of specific characteristics of languages ………………………..……59

4.6. The introduction of the sound of languages ………………………………………61

4.7. Episodes which reveal resistance from students ………………………………….62

CHAPTER V

Summary and findings

5.1. Introduction ……………………………………………………………………….68

5.2. Overview of research questions

5.2.1. What is the awareness of language these students bring to the 5

grade? ………………………………………………………………….....68

5.2.2. How does the process of development of plurilinguistic knowledge

occur? ………………………………………………………………….....69

5.2.3. How was Language Awareness developed as the plurilinguistic

project advanced? ……………………………………………………..…71

5.3 Pedagogical implications…………………………………………………………...71

5.4 Limitations of the study and suggestions for future research…………...………….72

References……………………………………………………………………………...74

APPENDIXES

Appendix A – Permission to use the data collected

Appendix B – Pre-intervention questionnaire

Appendix C – Activities

Appendix D – Data collected

Appendix E – Students’ opinions on the project

Appendix F – Answers to the questionnaire

LIST OF TABLES

Table 1 – Activities developed

Table 2 – ‘A visita’

Table 3 – ‘Unknown words’

Table 4 – ‘Cooking detective’

Table 5 – Harry Potter’s titles

Table 6 – What language is that?

Table 7 –What students know about Italy

LIST OF FIGURES

Figure 1 – Calvet’s gravitational system (Steffen, 2006)

Figure 2 – Languages these students know

Figure 3 – Language recognition in the activity ‘cooking detective’

Figure 4 – Word recognition in the activity ‘cooking detective’

Figure 5 – Language recognition in the activity ‘happy families’

Figure 6 – Word recognition in the activity ‘happy families’

Figure 7 – Language recognition in the activity ‘the sound of music’

CHAPTER 1

INTRODUCTION

1.1. Statement of the problem

“Some languages are decidedly more equal than others.”

(Hawkins, 1987, p.70)

It is a fact that languages are different. Some have written forms, others do not.

Some can grant access to particular areas of science, while speakers of other languages

may need to trust translation for that. However, we should be careful not to confuse

difference with deficit. Understanding this as a deficit, we would be disempowering a

child’s language or dialect, which generates linguistic prejudice. On the other hand,

when we accept the natural differences among the languages of the world, we find a

solution to the matters of linguistic prejudice and parochialism: education (Hawkins,

1987).

Globalization has deepened the contact between languages. In Europe, for

example, a professional may move countries every few years, and consequently his/her

children may have different language proficiencies (Graddol, 2006). Because of that,

many European applied linguists have dedicated their research in the last decades to

discuss Hawkins’s work on Language Awareness and on translating his ideas into a

plurilinguistic classroom approach to teaching foreign languages which accounts for

linguistic and cultural diversity (Brumfit, 1998; Candelier, 2004; Clark and Ivanic,

1998; Fairclough, 1992; Hawkins, 1999; Jaling, 2006; James and Garret, 1998;

Noguerol, 2001; Ulseth, 2003; Van Lier, 2005).

Language diversity is a global matter, though. In South America, the contact and

conflicts between Spanish and Portuguese may have begun even before its colonization.

In 1494, when Portugal and Spain signed the treaty of Tordesillas, they divided the

world into two nations. This virtual frontier was exactly over the not yet discovered

South America. After the revelation of this land, Brazil became the only Portuguese

speaking country in a Spanish speaking continent. Besides that, many other countries

(such as France, Germany, Italy, Poland, Holland and Japan, among many others) have

helped colonizing South America and each of this people brought with them their own

languages and culture. Hence, South America today is a compound of languages and

cultures, and the matters of linguistic rights, prejudice and respect for the language of

the neighboring countries have emerged in local applied linguists’ works (Hamel, 2003;

Garcez, 2004; Scott, 1998; Vieira and Melo Moura, 2000). However, few researchers in

South America have turned their attention to discussing an educational approach which

accounts for this great diversity (Leal, 1998; Oliveira, 2005; Steffen, Vieira and Lucena,

2008; Lucena, Steffen and Vieira, 2008).

This study aims at determining in which ways a plurilinguistic approach to

foreign language teaching, based on the ideas of Language Awareness, can contribute to

a greater acceptance of linguistic diversity in the Brazilian setting. However,

Rajagopalan (2005) reminds us that language is a political matter as well as a scientific

one. Because of that, one should not forget that languages carry symbolic and emotional

values, which cannot be approached through the rational lenses of linguistics. Applied

linguistics, on the other hand, is continuously searching for productive investigations of

the real world, in the real world. Consequently, it has manifested itself as better

equipped to deal with matters of linguistic politics and planning (Rajagopalan, 2005).

This study, under the scope of applied linguistics, may thus be another step into the

discussion of the future of linguistic education in Brazil.

1.2. Purpose of the study

The objective of this study is to describe and analyze the process of construction of

plurilinguistic knowledge of the participants while solving the activities proposed.

Furthermore, it seeks to determine in which ways a plurilinguistic program can

contribute to the development of Language Awareness.

Alongside the research objectives, this study has a pedagogical objective as well. It

also aims at designing and testing plurilingual activities to be developed with the

participants as part of a plurilinguistic program.

1.3. Research questions

In order to achieve the purposes of this study, as presented in the previous section,

I formulated the following research questions to be answered along the development of

the plurilinguistic project:

1 - What is the awareness of language these students bring to the 5

grade?

2 - How does the process of development of plurilinguistic knowledge occur?

3 - How was Language Awareness developed as the plurilinguistic project

advanced?

1.4. Overview of chapters

This thesis is organized in five chapters. In chapter 1, I introduce the reader to the

problem being investigated and present the purpose of this research as well as the

research questions guiding this study. In chapter 2, I review some theoretical and

empirical studies which are of relevance to this research. Chapter 3 discusses the

methodology used for data collection and describes the setting, participants and

activities developed during the program. Chapter 4 presents the analysis of the data

collected. Finally, in chapter 5, I conclude this work by answering the research

questions, discussing the pedagogical implications and proposing suggestions for future

research.

CHAPTER 2

REVIEW OF LITERATURE

2.1. The ‘Language Awareness Movement’

Hawkins (1981, 1984) was responsible for the foundation of the British

Language Awareness movement in England. This work was born as an answer to some

uneasiness raised by the survey conducted by Her Majesty’s Inspectorate, which

investigated the Modern Languages in Comprehensive Schools (1977). Results showed

that students were achieving poor results both on mother tongue (MT) and on foreign

language (FL) studies. Ten years before this survey, Gardner (1968), already claimed

that two out of three students who started studying a foreign language in the first year

of secondary school dropped it before graduation (James and Garret, 1998).

Language Awareness (LA henceforth) comes as a new element in the curriculum

of students with the age range 10 to 14. This new element should help students in the

transition from primary to secondary education, especially by bridging the “space

between the different aspects of language education” (Hawkins, 1984), namely English,

FLs, minority tongues, English as a second language, and Latin. These different subjects

were studied in isolation, and there was no space in the classroom for discussing

language (Hawkins, 1984).

Hence, one important aim of LA was to challenge students to ask questions

about languages and therefore, through discussion and consequently greater awareness,

to defy linguistic prejudice and parochialism. Hawkins (1984) still proposed a

contrastive study of languages, learning to listen and having confidence in reading and

writing as key elements in LA education.

The National Council for Language in Education in England (NCLE) understood

that LA encompasses three parameters: cognitive, affective and social. The cognitive

parameter is related to developing knowledge of pattern in languages. The affective

parameter is about forming attitudes and the social parameter about improving one’s

capacity as citizens (James and Garret, 1998).

James and Garret (1998), suggest an extension of these parameters into five

domains of competence: cognitive, affective, social, power, and performance. The

cognitive domain is related to the fact that LA includes developing awareness of pattern

in language and the ability to reflect upon them. James and Garret remind us that

children should learn about patterns in language, but “the functions are not to be

overlooked either, for LA is not in any sense a return to the arid, decontextualised

grammar-grind of pre-war parsing.” (1998, p. 15) In this fashion, the cognitive domain

is closely related to the ‘power’ domain. As the knowledge of pattern in communication

(such as the patterns of non-literary genres) develops, one’s ability to perform within

determined social conventions and to recognize hidden meanings in communication

does as well.

Also, the authors assume that learning a FL is a cognitive act as much as it is an

affective one. The affective aspect of LA then, refers to forming attitudes, sensitivity,

curiosity and interest for languages.

The social domain is related to the fact that by increasing awareness of one’s

origins and language, LA can promote better relations between ethnic groups and ease

the problems raised by ethnic diversity. This domain is treated the same way by

Hawkins and Van Lier. Both authors assume that linguistic prejudice is based on

ignorance, thus, awareness raising must lead to better relations between ethnic groups

and tolerance.

The power domain is about alerting people to the hidden meanings of

communication. It is the power domain of LA that is deeply worked with by Critical

Language Awareness

(CLA). CLA suggests the critical reflection upon learner’s

knowledge and experience, in order to show how languages are invested with power

relations and ideological processes (Leal, 1998). It also aims at demonstrating that the

value a language or a linguistic variant possesses is proportional to the power of its

speakers (Fairclough, 1992; Leal, 1998).

The last is the performance domain. LA is expected to improve one’s

performance of the language. In this case, one needs to assume analytical knowledge

affects language behavior, a question which has been associated to the works of

Krashen (1982) and Rutherford (1987). Both authors discuss how consciousness of

language influences communicative behavior, but the difference between consciousness

and awareness is not clear.

Furthermore, studies on bilingualism indicate that LA should have a positive

effect on performance. It is believed that a bilingual speaker acquires a “common

underlying proficiency” (Jessner, 1999, p. 202) to both languages, which works as a

linguistic supply encompassing metalinguistic awareness, communicative sensibility

and creativity (Jessner, 1999; Cummins, 1991).

The age range of 10/14 suggested by Hawkins (1984) as the most suitable for

plurilinguistic knowledge development has also been extended by more recent

CLA is grounded on Critical Discourse Analysis (Fairclough, 1992) consisting of: description of formal

aspects of language; interpretation of interaction to verify which/how social conventions are being

employed and explanation of how the interaction relates to social action (Fairclough, 1992). It aims at

more than raising awareness, for critique of the status of languages alone is not sufficient. Awareness

must foster transformation and empower the speaker/learner (Fairclough, 1992; Leal, 1998) that is, using

language to obtain greater freedom and respect for one and all (Janks & Ivanic, 1992, cited by Leal, 1998)

researchers. While some still focus on young pupils and plurilinguistic LA programs

(Candelier, 2004; Jaling, 2006; Steffen, Lucena and Vieira, 2006), other researchers are

applying LA to tertiary education (Clark and Ivanic, 1998; Silvester, 1998), English for

Special Purposes (Scott, 1998) and teachers’ development (Brumfit, 1998; Van Lier,

1995), which means LA can be profitable for students at all ages.

The work of Van Lier (1995), another important name in the LA Movement,

refers mostly to the cognitive domain of LA. The author guides the reader through a

path of discovery of the intricate system of the English language. First, he discusses

what he calls “basic elements of language” (Van Lier, 1995, p. 10), comprising

graphemes, morphemes, syllables and intonation among others. Second, he explains the

notions of linguistic, interactional and social contexts. Although it is not made clear, this

knowledge can interfere in the performance domain, as it enables the speaker to

communicate better in a certain context.

Discussing words and meanings, Van Lier (1995) explains the notion of

transparency in language. Transparent words (also called morphologically motivated)

are easier to understand than more opaque ones. He gives as an example the English

words ‘bookcase’ and ‘wardrobe’. ‘Bookcase’ is relatively more transparent, as most

people recognize ‘case’ as a container where we keep objects, in this instance books.

However, after one has learnt that ‘ward’ is related to ‘keeping’, the word ‘wardrobe’

becomes relatively more transparent.

Correctness has been a topic of much discussion on language studies. Speaking

correctly depends on the group of people one is speaking with. The judgment of

‘proper’ speech involves delicate matters such as race, ethnicity, social class or

geographic origin. On this subject Van Lier states that “Language Awareness must

include a conscious effort to put correctness in its proper place: a social phenomenon,

on a par with dress codes and table manners, but not an integral part of the study of

language.” (1995, p. 63)

Another controversial topic is textbooks. Van Lier states that even though

textbooks may still be necessary for LA studies, “our real, main textbook will be the

world of language use all around us in the street, electronic media, newspapers, novels

and so on” (1995, p. 74). Not only does Prabhu agree to that, but he also argues that the

content and procedures of lessons should be uncomplicated, as a complex syllabus

“reduces the range of language that can be used in teaching materials or the classroom”

(1987, p. 92).

So far we have seen the ideas which motivated the LA movement. However,

most of the authors involved in the first discussions about this topic focused their

attention to theory. More recently, by the mid-90’s, researchers started designing and

testing ways to bring this theory into the real classrooms. Some LA programs of

relevance to this research will be discussed in the next section.

2.2. Language Awareness programs

Language Awareness (LA) programs attempt to offer a solution to the isolation

in which foreign languages (FLs) are usually taught at school. This isolation has been

constant in language teaching designs

for most of last century, from the direct method

which rejected translation to behaviorism which understands translation as a negative

interference. LA, on the contrary, motivates the development of plurilingual and

pluricultural competence. According to Candelier (2004, p. 17),

For the purpose of this study, I follow Richards and Rogers’ (1986) distinction between the concepts

‘approach’, ‘design’ and ‘procedure’, where ‘design’ is understood as the objectives, content selection

and organization, roles of learners, teachers and materials, which should be consistent with the ‘approach’

or theory of language learning, and guide the ‘procedures’ or classroom behavior.

“ The notion of plurilingual and pluricultural competence (…) posits that rather

than a collection of distinct and discrete communication skills depending on the

languages he or she has a mastery of, an individual has a plurilingual and pluricultural

competence that covers the entire language register at his or her disposal.”

Knowing a language means we also know a lot about other languages, even

though this knowledge is usually unconscious. This way, handling other languages

enables the individual to activate his or her knowledge of languages and to bring it to

consciousness, an aspect “to be encouraged rather than pretending it does not exist”

(Candelier, 2004, p. 17). A pluralistic approach to language teaching is then a teaching

approach in which the students will work on several languages (foreign and first

languages) simultaneously.

There have been different types of Language Awareness pluralistic programs

developed around the world since the beginning of the LA movement. These programs

can be basically separated into three types: (1) integrated teaching and learning of the

languages taught; (2) inter-comprehension between related languages and (3)

Awakening to Languages.

The integrated teaching and learning of the languages taught is a design which

aims at establishing links between a limited number of languages, usually those taught

at school. The aim is to build on one’s mother tongue (MT) to facilitate the learning of a

FL, and then to build on those two languages to facilitate the learning of a second FL.

Véronique Castellotti (2001, 2002) understands MT as an important part of the process

of learning a FL. Her studies show that the relations students build between languages

are marked by representations of the distance between their MT and the FL being

learned. These representations are actually approximations, but they define reality for a

given group or student. This way, representations are types of summaries of the

language experience of each learner, and provide a framework for using knowledge,

making intelligent guesses (which allows understanding) and guide behavior.

Intercomprehension between related languages consists of working in parallel

with several languages of the same family. It increases the number of languages

students will be in contact with, but limits them to a certain number of communicative

skills which will be developed. These skills include the ability to rely on the knowledge

of one language to be able to communicate in another and confidence in learning

abilities (Candelier, 2004).

However, Castellotti (2002) indicates that focusing on the similarities between

languages may have other positive outcomes. Comparison should give students the

opportunity to develop their linguistic skills by testing their intuition about languages.

These skills, which Castellotti calls “translinguistic tools” (2002, p. 18) can be re-

activated irrespective of the language being examined. This way, one can “build

learners’ competences that transcend the framework of any given language, and help

them move between different learning processes” (Castellotti, 2002, p. 20).

The Awakening to Languages approach includes students’ MT, FLs taught at

school and other languages which the school does not intend to teach. The emphasis of

this (also comparative) work is on “developing skills for the purpose of acquiring

communication skills, whatever the language” (Candelier, 2004, p. 19). It can be seen as

a preparation for language learning, as it develops the learners’ confidence in his/her

learning abilities, his/her skills in observing and analyzing languages, the use of

comparison between languages to better understand a phenomenon in the target

language and curiosity, interest and openness towards languages. Thus, the Awakening

to Languages is an approach of language education, not of language teaching/learning.

In 1994 eight states of the European Community founded the European Centre

for Modern Languages (ECML), as part of the Council of Europe. The role of the

ECML is to implement language policies and promote innovations in the teaching and

learning of modern languages in Europe. So far, there are thirty-three

states members

of the Centre, which has supported two LA Awakening to Languages programs:

EvLang and JaLing.

EvLang (Eveil aux langues

) was an LA project aiming to design, implement

and experiment school materials under a pluralistic perspective of languages. It was the

birth of the ‘Awakening to Languages’ approach to teaching foreign languages. From

1997 to 2001, about thirty researchers in five countries (Austria, France, Italy, Spain

and Switzerland) participated in it.

The project worked only with the age range 10/12, and 150 classrooms

experimented the 30 tasks designed. The teachers participating in the project believe

that it strengthened the metalinguistic aptitudes of their students, developed attitudes of

interest and that the approach is complementary to other teaching methods used in class.

Interviews with the pupils show most of them found the project useful, even though

they could not explain how (Candelier, 2004).

The second program supported by the ECML was JaLing. Sixteen

countries

with different contexts and teaching traditions took part in it. The main objective of this

program was to introduce the ‘Awakening to Languages’ approach into the curriculum.

In order to do so, they analyzed teachers’ reactions to the approach in different

countries, checked whether the contents were already part of the syllabus or not,

analyzed parents’ attitudes and collected students’ initial views on languages

(Candelier, 2004).

Albania, Andorra, Armenia, Austria, Bosnia and Herzegovina, Bulgaria, Croatia, Cyprus, Czech

Republic, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Latvia, Liechtenstein,

Lithuania, Luxembourg, Malta, Netherlands, Norway, Poland, Romania, Slovak Republic, Slovenia,

Spain, Sweden, Switzerland, the former Yugoslav Republic of Macedonia and the United Kingdom.

In French, Language Awareness.

Germany, Austria, Spain, Finland, France, Greece, Hungary, Poland, Portugal, Slovenia, Latvia, Czech

Republic, Romania, Russian Federation, Slovakia and Switzerland.

Results were very positive. According to Candelier (2004), the experiment

confirmed the educational authorities’ interest in a different language education

approach. The teachers’ attitudes towards the program were most often positive, and the

parents also supported the initiative, but expressed their concern about such a program

replacing the teaching of a foreign language. Both teachers and students approved the

teaching resources designed, but the teachers’ ability to adapt the materials to his/her

class is crucial to their success. Most importantly, it confirmed that the approach is not

only an attempt to develop language observation, but it can ensure acceptance of

diversity.

Throughout the 90’s, French-speaking Switzerland was interested in developing

students’ metalinguistic skills and plurilingual and pluricultural competences. Teams of

teachers prepared and tested ‘openness to languages’ activities (EOLE) and teachers

took individual initiatives to use these activities in their classrooms. Despite the positive

results reported by the teachers, the project was not further developed because of the

resistance of the institutions involved. However, the EvLang project (see above) was

being set up at the same time, so the EOLE researchers and institutions became its

Swiss partner.

EOLE and EvLang strongly influenced one another, and in the year 2000

French-speaking Switzerland decided that teachers should be provided with EOLE

teaching resources so they would have tools to work on the diversity of languages in the

classroom. The collaboration was maintained with the JaLing project, which was

extended to German-speaking, Romansh-speaking and Italian-speaking Switzerland

(Candelier, 2004).

Another research which was very important for the development of the

Awakening to Languages approach was conducted in Freiburg, Germany. It aimed at

studying the representations of language expressed by children studying at language

courses. It emerged that children think their own observation of linguistic phenomena

should be a subject of discussion in class. In most cases, students were interested in

discussing sounds or the meanings of words or expressions. Bilingual children and those

who speak a dialect often compared their MT to the language they were learning at

school. Teachers, on the other hand, usually saw these contributions from students as a

disruption. There was, therefore a need for a teaching approach which would allow the

questions raised by students to be used as a resource in class, idea which was taken up

and developed by the Awakening to Languages approach.

After the creation of the European Union, which enabled people to move much

easier and faster from one state to another, the matter of non-native communication

increased, so the interest of European countries in LA is justified. However, it is my

belief that Brazil, a country which faces different linguistic matters, has also a lot to

benefit from LA studies as well as to contribute to them. In the next section, I shall be

discussing some of the theoretical and practical works which corroborate my belief.

2.3.The need for Language Awareness

Louis-Jean Calvet (1999) argues that we live in a multilingual world, but the

languages people speak do not fulfill the same functions and roles in society. Languages

have been classified from different points of view, as the genetic point of view of the

language families, the functional point of view which declares the world’s major

languages or vehicular languages

, the institutional point of view which separates the

regional, national and official languages among others. People have also used adjectives

Calvet originally uses the French expression ‘langue véhiculaire’. The term has usually been translated

into English as ‘lingua franca’ or ‘contact languages’, but the meaning intended by Calvet is that of any

language which is used as a means of communication between any communities with different mother

tongues.

to express the relative importance of languages, such as minor languages, majority

languages, less-spoken languages and so on. These classifications, however, may

represent the ideology and power relations behind languages, but are not based on

scientific facts.

Besides, the community assigns prestige to some languages and not others

(Bugel, 2006). Consequently, it tries to ensure kids will learn those prestigious

languages at school. Intuitively, we treat languages as a capital, valuing a language

which will have value and prestige in the market. These notions have to do with

representations, not with reality. However, because society attributes a greater value to

English, most kids will study it as a foreign language (FL) at school, and consequently

increase its value. From this point of view, we are seeing languages as objects, and we

base our choice of what language to study on the benefits it will bring to us (Calvet,

1999).

Calvet (1999) prefers to see languages under an ecological

point of view,

though. This way, he studies the relations between languages themselves and the

relations between languages and society. What is more, he constructs a theoretical

model which accepts the unsteady nature of languages. After all, history has shown that

‘major languages’ do not maintain their position forever.

In his model, Calvet (1999) uses the metaphor of a gravitational system to

explain how languages are structured in relation to each other. In the center of this

system would be what he calls a “hyper central” language. “Hvper central” languages

vary according to the historical moment, and at present, English is in the center of

Calvet’s gravitational system. Speakers of this language tend to be monolingual. In the

second sphere of this system are “super central” languages, such as Arabic, Chinese,

It is important to notice that Calvet does not use the term ecology in its usual sense of defence of the

environment. However, by looking at the disappearance of languages under an ecological point of view,

we may create new possibilities for intervention.

Portuguese and Russian, whose speakers tend to be monolingual or bilingual in relation

to the “hyper central” language. The third sphere holds “central” languages as Japanese,

German and Guarani and in the fourth and least dense sphere there are the “peripheral”

languages that include the Indian languages. Speakers of “peripheral” languages tend to

be plurilingual with languages of any other sphere.

Figure 1 – Calvet’s gravitational system (Steffen, 2006)

In Calvet’s system, speakers always tend to be bilingual with a denser language,

and the languages are related through these bilingual speakers. Plurilingual situations

are represented as the gravitation of “peripheral” languages around a “central” language,

“central” languages around a “super central” one and “super central” languages around

the “hyper central” language.

The valuing of languages proposed by this system does not depend on the nature

of the language, but on its place within the system. As the positioning of languages is

not steady, it is important to understand that there are situations in which languages

other than the “hyper central” are fundamental.

Even though English is at the moment in the ‘hyper central’ position, there are

no guarantees the future generations will value it the same way we do. David Graddol

(2006) foresees changes in the status of English in the close future. He argues that

globalization has contributed to the growth of a new language, which he calls Global

English. It is a new phenomenon which will create challenges for everyone involved

with education, but mostly for those in the language education business.

Graddol (2006) explains that one key characteristic of the modern, globalized

world is the growth of multilingualism. In Europe, for example, the most developed

countries are experiencing an ageing population. Countries like Italy may soon need to

receive migrant workers to support the demands of labor. On the other hand countries

like Poland, which have a growing number of working age people, may export labor:

“Many migrants seek a better life in one of the more developed countries which

encourage the immigration of skilled workers to counterbalance their ageing workforce.

This is changing the social and linguistic mix of the destination countries.” (Graddol,

2006, p.28)

Globalization is also changing tourism. In 2004, three-quarters of the

international travelers were moving between non-English-speaking countries.

According to Graddol, it “suggests a large demand for either foreign language learning

or the increasing use of English as a lingua franca.” (2006, p.30) As the amount of

encounters involving native English speakers declines, the use of other languages as

‘lingua franca’ for tourism increases.

Another important aspect is that “globalization allows companies to locate each

of their activities wherever in the world provides the best cost advantage.” (Graddol,

2006, p.30) The same way developed countries manufacture goods in less developed

countries, where labor is cheaper, now they can outsource services.

Along with globalization came the changes. English material on the internet is

declining, but there are still more materials in English than proportionally in any other

first language. Graddol states: “The dominance of English on the internet has probably

been overestimated. What began as an Anglophone phenomenon has rapidly become a

multilingual affair.” (2006, p.45) This multilingual affair can also be noticed in other

types of media. Babylonia, a plurilingual Swiss journal about language teaching and

learning, usually written in French, Italian and German, has begun accepting articles in

other languages which may be part of the linguistic portrait of Switzerland. In 1994,

texts were written in Turk, Spanish, Hungarian, Greek, Albanian and Polish among

others (Babylonia, 2004).

Migration is influencing the ethnic mix of some countries, which may threaten

the national identity represented in the language and culture. Graddol alerts: “Linguistic

diversity may be seen as a threat to the maintenance of a ‘harmonious society’.” (2006,

p.53)

This new world organization is changing educational systems around the world.

Technology is redistributing knowledge, and the need for a prepared workforce is

making access to education much more widely distributed:

“Almost everywhere, education systems are in a state of rapid change.

Globalization has led to a desperate race in many countries to upgrade the skills of their

workforce faster than their economies are being forced up the value chain. Building

human capacity has become a process of chasing an ever-moving target. Rather than

achieving well-established goals, it is now about institutionalizing flexibility, creativity

and innovation and the management skills required to generate and cope with constant

change.” (Graddol, 2006, p.70)

Education, which used to be what prepared children to adulthood, is now a

process which occurs throughout one’s life. Technological innovations, for example,

require people to deal both with the technology and the cultural codes it creates. In this

fashion, education in school needs to provide generic skills upon which the individual

will develop specialist skills in the future (Graddol, 2006). Hawkins points out that the

teaching of languages should be planned as an “apprenticeship on which later study of a

different foreign language can build.” (1999, p. 138)

Almost a decade before Graddol’s concerns, the report to UNESCO of the

International Commission on Education for the Twenty-first Century raised the topic of

several tensions brought up by the extensive globalization of the last twenty-five years

(Delors, 1998). Among others, the report urges educators to focus on the tension “global

versus local,” so people can be citizens of the world without losing their cultural roots.

It foresees the same international movements discussed by Graddol (2006) and, along

with it, a global tendency to value the way of life led by the most prosperous countries.

Therefore, the commission has chosen as one of the principles for reflection the respect

for pluralism.

In pluriethnical communities, reports the commission, there is a tendency to

teach basic education in the children’s mother tongue, but no great importance is

awarded to the teaching of foreign languages. Hence, they recommend that “it is

important to promote an intercultural education, which is truly a factor of cohesion and

peace”. (Delors, 1998 p.55)

Not only is the teaching of foreign languages given

importance by the commission for its utilitarian purposes, such as access to scientific

and technological knowledge, but also for its role as expression of cultural diversities.

In Brazil, Moura and Vieira (2002) recognize the existence of linguistic

prejudice. Based on official documents, such as the Universal Linguistic Declaration,

The United Nations’ Rights of Men, and the Brazilian laws of education, they state that

the use of foreign languages is a right of every citizen, not a privilege. Four types of

prejudicial attitudes are listed: the proud speaker of an only language, the provincial

cosmopolitan, the snobby polyglot and the ignorant polyglot

. When the concept of

mother tongue is related to the idea of nation, attitudes can range from simple denial to

complete acceptance. Sometimes foreign languages are seen as inferior, and the authors

My translation from the Portuguese version.

My translation.

report, based on their own English as a foreign language (EFL) teaching experience,

that some students during oral exercises, as a sign of denial may reproduce the sound of

a dog, as if they were learning an animal language, instead of learning a foreign

language. A speaker of a dominant mother tongue usually does not feel the need to

speak another language, attitude that leads to a mostly monolingual community and

reveals another type of denial. On the other hand, there are those who speak various

languages but underrate them, mainly because they are not considered important by the

community. Finally, there are those who believe speaking a valorized language is a sign

of superior intellect or higher social position (Moura & Vieira, 2002).

Accordingly, Oliveira (2003) has noticed the need for an integrative policy of

education in Brazil. The Universal Declaration of Linguistic Rights (1996) understands

that discrimination against linguistic communities, based on any criteria, is

unacceptable. The declaration also states that every person has the right to be polyglot

and to know and use the language that best fits his/her personal development. To the

Brazilian Indians the right to their land, culture and language was recognized, but there

are many other linguistic communities in Brazil that still need attention (Oliveira, 2003).

Hamel (2003) has also noticed that globalization brings integration of the

international capital, but at the same time brings national states to reaffirm their cultural,

ethnical and linguistic diversities. Some examples are those of Catalonia, which

demands recognition of their language and culture not only in Spain, but throughout

Europe; in The United States, massive immigration has brought up the question of how

to cope with the ethnic-demographic transformation; Latin America feels globalization,

but requires its right to autonomy and control over its resources, education and justice

(Hamel, 2003).

In South America, whose countries are plurilingual due to colonization, the need

for a more pluralistic approach to foreign languages can be felt. In Buenos Aires, capital

of Argentina, the public system is offering plurilingual education. Since 2001 twenty-

two schools located in low income areas of the city have been involved in this program

which offers six hours weekly of one foreign language from first to fourth grade, three

hours of a second FL until high school and introduces a third FL during high school. So

far, the languages involved have been French, English, Italian and Portuguese. (Garcez,

2004).

According to Garcez (2004), the program has an “integrative character”, as it

envisages general topics of the curriculum being taught in the first FL from fourth grade

on. It is this characteristic, added to the fact that the program offers FLs to a share of the

population who usually does not have access to it, which makes this a program of

linguistic education, as opposed to language teaching.

The ‘Orientações Curriculares para o Ensino Médio’

suggested by the

Brazilian Ministry of Education reminds us that besides language learning, FLs at

school can also contribute to linguistic education. FLs can help the learner understand

that language use is not heterogeneous, that there are various ways to socially interact

through the use of language, enhance the learners’ sensibility towards the specific

characteristics of his/her MT and FLs and also develop confidence in language learning

and use. These objectives, some very similar to the objectives of Language Awareness,

consist of what the document calls “the educational value of foreign language

learning”

(Orientações Curriculares para o Ensino Médio, 2006, p. 92).

Another indication of how important is the matter of diversity in Brazil is the

fact that the country has hosted the I International Forum of Language Diversity (2007),

Curricular orientations for high school level.

My translation.

where linguistic policies and rights were discussed. The forum offered space for

meetings with speakers of minority tongues in Brazil, discussion about bilingual

education, and the objectives of Foreign Language classes at the regular school among

others.

The meetings with speakers of minority tongues

in Brazil focused on the

discussion and reflection upon linguistic matters which are relevant for the promotion of

plurilinguism and of the culture of these speakers. These meetings were registered for

future use in “Livro das Línguas”

, a project conducted by IPHAN (Instituto do

patrimônio artístico e cultural nacional), which intends to register languages spoken in

Brazil as immaterial cultural heritage.

Researchers dealing with bilingual education could report their latest projects

and discuss the possibilities and perspectives of offering two or more foreign languages

at school. It was argued that while Brazilian laws of education suggest that each

community should choose the FL to be offered by schools, there is lack of prepared

teachers, mostly when the chosen language is a minority tongue.

Another important topic at the Forum was the objectives of FL classes at school.

Even though Brazilian laws of education understand that regular schools should teach

FLs focusing only on the abilities of reading and writing, researchers at the Forum seem

to disagree with overlooking the speaking and listening abilities. It could be observed a

strong tendency among teachers and researchers at the Forum not to believe in language

teaching, but in language education. Differently from the education policies, scholars

envisage language education as a unit comprising the abilities to communicate orally

and written as well as the knowledge of the culture related to the target language.

The languages were: Hunsrückisch, Vestfaliano, Plautdietsch Menonita, Pomerano, Iídiche, Talian,

African-Brazilian, Mbyá-Guarani, Kaingang, Japanese, LIBRAS (Brazilian sign language), Polish,

Russian and Ukrainian.

In Portuguese: The book of languages

It seems that today, “the slogan ‘English is not enough’ applies as strongly to

native speakers of English as for those who speak it as a second language.” (Graddol,

2006, p.118) Language teaching is not enough, as we cannot preview which languages

children will need in the future. Consequently, language education seems to be the

logical option, as it prepares students for the future acquisition of any FL they may

need, as well as improves their respect for all languages and cultures.

This chapter discussed the ideas proposed by the Language Awareness

Movement and the practical application of these ideas in some European plurilingual

projects. Besides that, I intended to justify the application of a plurilingual LA program

in Brazil by exposing more experienced researchers’ studies which indicate the

worldwide, and more specifically South American concern with linguistic diversity.

CHAPTER 3

METHOD

3.1. Introduction

Previous research on Language Awareness and plurilinguistic knowledge

development (see chapter 2) have not presented a clear methodology on how to get to

the results obtained.

Selltiz (1975) argues that frequently researchers need to familiarize more with a

phenomenon before specific hypothesis can be drawn. In his case, he suggests an

exploratory approach to research, where the research plan must be flexible enough so

that many different aspects of the same phenomenon can be considered. Accordingly, in

this type of research the data collection procedures are flexible and the analysis of data

is informal.

Hence, the present study follows an exploratory approach to research, as it

intended to familiarize with the development of plurilinguistic knowledge in the

Brazilian public schools environment, taking into account the lack of national academic

research on the matter.

3.2. Data collection instruments and procedures

This study exemplifies the diversity of data collection procedures which can be

employed in classroom research (Allwright and Bailey, 1991). Open-ended

questionnaires were applied previous to the intervention, in an attempt to unveil

students’ languages background and beliefs about language learning. The material

produced by the students during the intervention was used as a main source of

information on the process of LA raising. Digital recording of students’ answers to

some of the activities was used in order to capture their reactions to the oral form of

FLs, as well as a researcher’s diary and oral contributions from the main teacher and

from one of the fourth grade teachers.

The intervention, which lasted six meetings with each of the participant groups,

happened during school hours in a public school in the state of Santa Catarina, Brazil.

During the intervention period, the students were invited, sometimes individually,

sometimes in small groups, to solve plurilingual activities. In the next sections,

important aspects of intervention, such as the setting, participants and activities will be

further discussed.

3.3. Participants and setting

The participants in this research were sixty-nine students beginning the 5

grade

at a public school in Florianópolis, Brazil. Since its opening, the school has shown great

attention to the teaching of Foreign Languages (FLs). Until 1988, the school offered two

FLs: English and French. In 1988, German was introduced in the curriculum due to the

geographic situation of the school, which receives many students who have German

origins. In 1995, FL teachers proposed that Spanish should be added to the curriculum.

In the teachers report it is explained that means of communication were starting to

express linguistic and cultural pluralism, and they believed the school was responsible

for preparing the students to the linguistic diversity which was characteristic at that time

(Vieira, 1998).

As we can see, linguistic diversity has always been an important issue in this

school. Since 1997, the teaching of foreign languages at this school begins at the 5

grade, and during their first year of FL studies, students have basic notions of German,

Spanish, French and English. The school year is divided in three phases, and students

have four FL classes weekly. This way, each group has one class of each of the four FLs

per week (Vieira et al., 1998). The present research was conducted during the second

and third weeks of classes. At this moment, students had already been introduced to

their FL teachers, but their contact with those languages they would be studying

throughout the year was to begin after the intervention.

In the beginning of the school year, in April 2007, the school counted on 75

students enrolled in the 5

grade. These students were regularly divided in three groups

of 25 students each. Before intervention begun, all the students were invited to

participate in the research and a letter was sent to their parents explaining what the

research was about and asking for their permission so that their kids could participate in

it. As the intervention took place during school hours, taking over three of the regular

five FL classes for a period of two weeks, it was explained in the letter that every

student would participate in and benefit from the activities in class even if the parents

did not wish to authorize their participation in the research. However, only the results

from the students who brought the authorization letter (see appendix A) signed by their

families were considered, so that there were 69 student participants in the research.

These students are divided into three groups, which will be referred to as groups 1, 2

and 3. It is important to notice that the present research was approved by the Ethic

Research Committee of UFSC. Hence, all the procedures for data collection, consent for

use of information collected and participants’ privacy follow the requirements from the

same committee.

A pre-intervention questionnaire showed that students’ age ranged between 10 to

12 year olds. Besides the students, the research counted on the participation of my

supervising professor, Dra. Josalba Ramalho Vieira, who happens to be one of the

regular FL teachers of these groups. I have participated as a co-teacher, solving

students’ doubts, helping with class material or giving instructions when necessary. This

way, I was able to observe and take notes, while the groups’ usual teacher handled the

classes. According to Van Lier (1988), this ‘participant observation’ (p.40) allows the

classroom researcher to view the situation as one who is part of the group, thus

achieving the neutrality necessary to be non-judgmental of the context being

investigated.

The spaces available for the development of this project were the groups’

general lessons rooms, the English room and the language laboratory. Each group in this

school has one room in which they have the general lessons of all school subjects, and

the teachers move from one room to the other. These rooms offer a blackboard on the

front wall, and students’ desks are organized in columns, all facing the front of the

room. The teachers’ desk, which is larger than the students’, is positioned in front of the

room, facing the students. On the walls, there are posters produced by the students about

the various subjects they study. Each of the foreign languages has its own room, though.

The English room, which was used during this research, is a little smaller than

the groups’ general lessons room, but offers twenty-five desks for the students, an equal

one for the teacher and a cabinet where teachers can keep their material for the teaching

of the FL. There is also a blackboard on the front wall, but even though the students’

desks are organized in the same way they are in the general lessons room, the teachers

have more freedom in changing the classroom design, as there will be no other teacher

occupying the room soon after the class is finished. There are posters on the walls which

are all products of students’ projects on that foreign language.

The language laboratory is divided in two sides, which offering space for 24

students. Each side has three rolls of booths, divided only on the sides. The booths seat

two students and are equipped with two sets of earphones and two control panels, which

allow students to control the volume of the audio and to call the teacher, among others.

These booths are connected to computers, positioned in a workstation in the front of the

room, from where the teacher controls the audios sent to the students in their individual

earphones, or to loud speakers. Each earphone has a microphone, which can be used by

the students and teacher to communicate individually, or to make recordings of the

students’ voices.

3.4. Activities

The activities used during the project were designed based on suggestions found

in the JALING program website (JALING, 2006), as well as on the literature (Masats,

2006; Scott, 1998; Ulseth, 2003). Even tough the activities were prepared prior to the

beginning of the intervention, every meeting with the students unveiled a little more

about their personal characteristics and interests, and in an attempt to make the program

more meaningful and interesting to them, most of the activities were redesigned.

Consequently, preparation of the activities was a continuous process, concomitant with

intervention itself, in which each activity was thought of again considering students’

reactions to the previous activities, and always focusing on improving the ones yet to

come.

The amount of activities developed in the project was constrained by the time

the school conceded for the development of the research. It was very important for this

research to be conducted in a “genuine classroom”

, so that the possibility of a

plurilingual Language Awareness program being implemented in Brazilian regular

schools could be accounted for. On the other hand, the present curriculum adopted by

the school could not be overlooked, and teachers have a pre-defined syllabus to teach in

a tight schedule. Because of that, the research had to fit three FL classes of each group,

during two weeks, which left us with six meetings with each of the three groups.

Because the intervention took place in the beginning of the school year (as

explained in the participants and setting section), and the time we would have for the

development of the research was only known soon after school vacation was over, not

all the activities which were prepared in advance could be developed. My advisor and I

chose which ones we would be working with based on their relevance for the research

(activities which offered contact with a larger number of FLs were considered to be

more relevant). Due to space constraints for this report, only the activities which were

actually developed will be thoroughly described

. The activities were developed

following the order shown in the following table.

Meeting Activities developed

1 Questionnaire

Activity 1: “A visita”

2 Activity 2: “Unknown words”

3 Activity 3: “Cooking detective”

4 Activity 4: “Harry Potter”

Nunan, 1992, explains that genuine classrooms are “classrooms which have been specifically

constituted for teaching purposes, not for the purpose of collecting data for research” (p. 92).

A portfolio containing all the plurilinguistic tasks designed for 5

graders is being prepared and should

be available to the readers soon.

Activity 5: “What language is that?”

5 Activity 6: “Days of the week”

6 Activity 7: “Happy families”

7 Activity 8: “The sound of music”

Activity 9: “The sound of words”

Table 1 – activities developed.

The first meeting with each of the groups was quite different from the following

meetings due to its objectives. First, there was the need to have students answer a

questionnaire intended to unveil the awareness of language they were bringing into the

grade. Second, the activity which followed the questionnaire actually consisted in the

discussion of a text which approaches the respect for other languages and cultures.

Consequently, this first meeting did not include any activities actually involving foreign

languages.

Because the intervention happened during school hours, as explained above, the

schedule was decided less on the needs of the research than on the availability of the

students. For that reason, the first meeting already presented a challenge, as groups 2

and 3 were available at the same time. The teacher then decided to work with both

groups together, making use of the language laboratory, which offers enough space for

all the students.

The questionnaire (see appendix B) offered the following questions, which

should be answered by students individually and in Portuguese:

1) How old are you?

2) Where were you born?

3) Where were your parents born?

4) Do you know if any of your grand or great grandparents was born in another

country?

5) What languages do you know?

6) What is your mother tongue?

7) Do you speak other languages? Which languages?

8) What languages are spoken in Brazil?

9) Do you ever use a secret code? When? With whom? How does it work?

10) Where and with who did you learn to speak Portuguese?

11) How do you think people learn other languages?

Students from both groups 2 and 3 had doubts while answering the

questionnaire. It was important that students did not have contact with their classmates,

so the teacher and the co-teacher tried to solve their doubts individually. The students in

this group seemed to be much quieter, though.

Questions also arose, mainly about question number 6, but also about question

number 5. Students wanted to know what did we mean by ‘What languages do you

know?’. It was then explained that we meant any languages they know exist, any

languages they had heard of.

One of the most frequently asked question was about the meaning of ‘mother

tongue’. Question number 6 aimed exactly at checking whether students understand this

concept. Consequently, the teachers did not tell students the answer, but encouraged

them to answer only what they were certain about, and also to give sincere answers such

as ‘I don’t know’ or ‘I’m not sure what this is”. Nevertheless, some of the students got

impatient and may have asked their classmates for help (see section 4.7 for a discussion

on that).

The first activity, called “A visita”, was adapted from an activity used in the

JALING program and available at their website (JALING, 2006). This activity consists

of the discussion of a text and related questions. Although the text, presented in the

form of a dialogue, was originally written in European Portuguese, this activity was

designed to be conducted in the students’ mother tongue, so the text (table 2) has

suffered a few changes in vocabulary and structure. The choice of adapting the text is

due to the activity’s main objective, which is to raise understanding of cultural

differences and respect for different habits and languages. In this first contact, calling

students’ attention to differences between Brazilian and European Portugueses could

divert the group from the intended discussion.

Table 2 – ‘A visita’

A VISIT

Personagens:

Pita (a pomba brasileira)

Fiufiu (o gato brasileiro)

Rudi (o morcego brasileiro)

Blanca (a pomba da Itália)

Pita: A pomba Blanca da Itália deve estar chegando!

Fiufiu: Oh meu Deus! O que ela come?

Pita: Você está com medo? Você não acha que uma pomba se alimentaria

de gatos? Além disso, ela é vegetariana, como eu!

Fiufiu: Para com isso! Eu quis dizer, que se ela é uma pomba estrangeira,

deve comer coisas diferentes do que nós comemos!

Pita: Acho que ela vai gostar de experimentar as tortas que você faz.

Fiufiu: Mas eu não vou saber me comunicar com ela, pois ela fala uma

língua diferente da nossa! Ela é tão diferente!

Pita: Eu sou uma pomba, você é um gato e Rudi é um morcego, somos

todos diferentes!

Fiufiu: Mas ela é estrangeira, vem de um país diferente!

Pita: E se nós formos para a Itália, nós seremos estrangeiros.

Rudi: Silêncio! Ela está chegando!

Blanca: Buona Sera!

Rudi: Nossa, que pomba estilosa!

Pita: Boa noite, Pomba Blanca, bem vinda ao nosso país!

Blanca: Boa noite, Pita, é um lindo país!

Fiufiu: Quer experimentar um pouco de torta?

Blanca: Pizza!!!

Pita: Na verdade é um pouco diferente de pizza, o tempero é diferente.

Blanca: Oh, tudo no Brasil tem um tempero diferente, é tudo tão legal!

Fiufiu: Ah, eu acho tudo tão normal e sem graça aqui...

Rudi: Muitas coisas aqui no Brasil são diferentes das coisas na Itália.

Pita: Então vamos descobrir!

In the first part of the dialogue, a pigeon, a bat and a cat, all Brazilian, are

expressing their anxieties towards the arrival of an Italian pigeon. The cat is afraid the

foreigner might eat different things and that they might not be able to communicate with

it. At this point, the pigeon explains that even though they are all different, being a cat, a

pigeon and a bat, they are still friends. Moreover, if any of them went to visit Italy, they

would be the foreigners.

In the second part of the dialogue, the Italian pigeon has already arrived, and the

Brazilian friends are talking to it. There is a little miscommunication, but the characters

realize that it happens because some things are different in other countries, and invite

the readers to find out cultural differences between Brazil and Italy.

The text tries to show that anxiety about cultures unknown to us is normal, just

as a little miscommunication is. It also stresses that differences are not something bad,

and intends to raise pupils’ interest in discovering more about other cultures. The text

can be found in Table 2.

After each student received a copy of the text, it should be read aloud by the

teachers to the whole group. Following the reading, there were three questions that the

students should first try and answer by themselves, so that later they could share their

opinions with the whole group.

The first question, ‘What do you know about Italy?’ should give students the

chance to realize the country is not totally unknown to them. As the Italian colonization

was pretty strong in the south of Brazil, many cultural aspects are present in the

students’ daily lives, even if they are unaware of it. By sharing their answers with the

group, I expected students to raise their awareness of how much they know about this

other culture.

The second and third questions: ‘Why didn’t the Italian pigeon know the

Brazilian food? What foods do you know from other countries?’ and ‘Why does the

Italian pigeon speak differently? How did she say good night?’ aimed at expanding the

explicit knowledge of students to cultures other than the Italian, as well as to explicitly

relate the use of different languages by different cultures.

Most activities in the project involved attention to specific characteristics of

languages and comparison among them, which could raise some anxiety on the part of

the students, whose contact in the institutional setting with foreign languages has been

very little so far. On account of that, it seemed important to first help students become

aware that we can understand a text even if we do not know every word in it, and that

sometimes when we say we are ‘guessing’ we are actually inferring the meaning based

on our previous knowledge of the world and of text relations (Scott, 1998).

In order to fulfill this need, I followed Scott’s suggestion of an activity called “A

problem at the clamba” (1998, p.283). Scott designed a text, written in the students’

mother tongue, but containing some fictitious words in it. After reading and discussing

the text, students realized the fictitious words do not interfere in their understanding of

it. As the text used by Scott was prepared for adult students, I adapted the text, a short

paragraph in Portuguese, inserting invented words in it (table 3).

Students should first try to answer the questions by themselves and later share

their answers with the big group. Because of the individual nature of the work, groups 1

and 3 were taken to the English room, where students could sit in individual desks.

Group 2 was taken to the laboratory, though, as the English room was occupied at that

moment. Fortunately, even though the students in the laboratory sat in pairs, they were

able to conduct their work individually.

Table 3 – ‘Unknown words’

Sharing the answers to these questions is very important, as there may be more

than one possible answer for each question, and it highlights the fact that some words

are easier to infer than others, but that it usually does not affect the general

comprehension of the text. In question number one, ‘Who are Ana and Pedrinho?’ for

example, it is hard to think of any answer other than brother and sister. On the other

hand, in question number three, ‘Who bit Ana’s arm?’, the answer could be any insect

or animal that is able to bite, but the exact naming of the insect or animal does not

influence the comprehension that its having bitten Ana is the reason why they go back

home without the eggs.

Questions number two: ‘Why did they go to the rostors?’, and number four:

‘What happened then?’, aimed at calling the readers’ attention to two events central to

the understanding of the text, which they can understand even without recognizing

every word in it.

The third activity, called ‘cooking detective’, is also suggested in the Jaling

program website (JALING, 2006). The main objective was to have students discover the

Ana e Pedrinho são ircos. Uma caises, sua mãe pediu que fossem ao rostors

comfoi ovos. No es

arco, uma bolga picou o braço da Ana, que squou: “Ai, que

ar!” Pedrinho, com medo da bolga, gortou os ovos para cima e correu. Pedrinho e

Ana então voltaram para sua hols, sem os ovos que sua mãe pediu!

1. Quem são Ana e Pedrinho?

2. Porque eles foram ao rostors?

3. Quem picou o braço da Ana?

4. O que aconteceu então?

meaning of words related to food in several languages, by using their

intercomprehension abilities. Students received an empty chart, apart from the

languages on top of the columns: Portuguese, English, German, Italian and Slovene.

They also receive the words ‘salad’, ‘steak, ‘potato’, ‘rice’, ‘tea’ and ‘fruit’, in

Portuguese, along with their correspondents in the other four languages. The words are

out of order, and students have to try to complete the table, by positioning the words

under the language they belong to, and in the same line as its correspondent in

Portuguese. The correct result can be seen in table 4.

Table 4 –‘Cooking detective’

Because this would be the first plurilingual activity, I expected some anxiety

from the students, and so decided it would be best if done in groups of four or five

students. This way, not only students would feel less insecure, but also could share their

opinions and help each other. All the groups did this activity in the English room.

Another important matter about this activity was the short time we had for its

development. If students were to write their answers, the different spellings could cause

students to answer it very slowly. In case students had to cut and paste, it could also

take more time than we could afford. It was decided then that students would receive the

table printed on an A4 sheet of paper, and the words already cut in a separate envelope,

so that they would only need to paste them into the correct positions.

Português Inglês Alemão Italiano Esloveno

Salada Salad Salat Insalata Solata

Bife Steak Schnitzel Scaloppa Zrezek

Batata Potato Kartoffeln Patata Krompir

Arroz Rice Reis Riso Ri

Chá Tea Tee Té Caj

Frut

Fruit O

st Frutt

Sad

There were two activities to be developed individually during the fourth

meeting. During the previous meeting with all the groups, the teachers had noticed that

every time students were supposed to be working alone, some would finish their work

first and the conversation between these students could interfere in the work of the other

students who were not done with their work yet. Consequently, it was decided that all

the groups would be taken to the laboratory for this meeting, so that faster students

could put on the headphones and listen to some music after they were done, in order not

to disrupt the rest of the group.

The idea for activity four, ‘Harry Potter’, was born from an informal

conversation I had by the end of 2006 with one of the fourth grade teachers. She told me

that during the year, students were motivated to regularly visit the school’s library and

read any books they felt interested in. Most of the students chose to read books from the

Harry Potter series.

As this would be their first attempt to work with intercomprehension by

themselves, using a context known to the students should not only help them with the

comparison between other languages and their own, but should also help them infer the

meaning of those words which have no similarities to their correspondents in

Portuguese.

The students then received a sheet of paper containing the titles of the six Harry

Potter’s books published so far, each in a different language: Italian, English, German,

Spanish, French and Greek. First, they should write the correspondent title in

Portuguese, and then write down in what language they think it was written (table 5).

1.“Harry Potter e la pietra filosofale”

Título: Harry Potter e a pedra filosofal

Língua: Italiano

2.“Harry Potter and the Chamber of Secrets”

Título: Harry Potter e a câmara dos segredos

Língua: Inglês

3.“Harry Potter und der Gefangene von Askaban”

Título: Harry Potter e o prisioneiro de Askaban

Língua: Alemão

4.“Harry Potter y el cáliz de fuego”

Título: Harry Potter e o cálice de fogo

Língua: espanhol

5.“Harry Potter et l'Ordre du Phénix”

Título: Harry Potter e a ordem da Fênix

Língua: Francês

6.“O Chári Póter kai o Emíaimos Príngeps”

Título: Harry Potter e o príncipe misterioso

Língua: Grego

Table 5 – Harry Potter’s titles

The titles are in order of publication, from the first to the last. The languages

were chosen because the titles have at least one word that resembles its correspondent in

Portuguese. This way, after using intercomprehension, their previous knowledge of the

books would help them complete the titles. The title in Greek was selected specially

because of the way ‘Harry Potter’ is spelled in that language. I wished to see whether

students would pay attention or not to the fact that it is the only language in which the

name of the character is spelled differently.

So far students had been quite fast in resolving the activities proposed, mainly

when working alone. Besides, their previous knowledge of the Harry Potter series

should be an element of help in answering the questions. Consequently, I expected there

would be time to develop another activity in the same meeting, as long as it was not a

time-consuming one. The activity that followed, ‘what language is that’, was adapted

from a suggestion by Ulseth (2003), and students should work on it alone. The original

offered eleven paragraphs in different languages for the students to try and recognize

the languages.

For the purpose of this research, it seemed important to, apart from asking

students to recognize the languages, also ask students which characteristics they

recognized as being representative of one language or another. Moreover, some of the

languages in the original were most probably unknown to the students, who had not

mentioned them in the questionnaires nor worked with them so far in the project, so it

seemed unfair to demand recognition of those languages. As a result, the students were

presented to only six languages: German, English, French, Italian, Spanish and

European Portuguese. From the languages selected, only European Portuguese had not

so far been worked with during this project, and its introduction at this point aimed at

checking whether the students would notice any differences between European and

Brazilian Portugueses. Following each of the paragraphs, two questions are presented:

(1) what language do you think this text is written in? And (2) why do you think so?

(Table 6).

DAS EUROPÄISCHE JAHR DER

SPRACHEN 2001 – EINFÜHRUNG

Wir freuen uns sehr, dass das

Europäische Jahr der Sprachen 2001 vom

Europarat und der Europäischen Union

gemeinsam veranstaltet wird

1. Em que língua você acha que esse

texto está escrito?

________________________________

2. Por quê?

_____________________________

INTRODUCING THE EUROPEAN YEAR

OF LANGUAGES 2001

We are delighted that the Council of

Europe and the European Union have

joined forces to organise the European

Year of Languages 2001.

1. Em que língua você acha que esse

texto está escrito?

________________________________

2. Por quê?

_____________________________

APRESENTAÇÃO DE 2001, ANO

EUROPEU DAS LÍNGUAS

Congratulamo-nos com o facto de o

INTRODUCTION - L'ANNÉE

EUROPÉENNE DES LANGUES 2001

Nous sommes heureux que le Conseil de

Conselho da Europa e a União Europeia

terem unido os seus esforços para

organizar o Ano Europeu das Línguas

2001.

1. Em que língua você acha que esse

texto está escrito?

________________________________

2. Por quê?

_____________________________

l'Europe et l'Union Européenne aient uni

leurs forces pour organiser l'Année

Européenne des Langues 2001.

1. Em que língua você acha que esse

texto está escrito?

________________________________

2. Por quê?

_____________________________

PRESENTAZIONE DELL'ANNO

EUROPEO DELLE LINGUE 2001

Siamo lieti che il Consiglio d'Europa e

l'Unione Europea abbiano unito le proprie

forze per organizzare l'Anno europeo delle

lingue.

1. Em que língua você acha que esse

texto está escrito?

________________________________

2. Por quê?

_____________________________

INTRODUCCIÓN DEL AÑO EUROPEO

DE LAS LENGUAS 2001

Nos felicitamos de que el Consejo de

Europa y la Unión Europea hayan aunado

esfuerzos para organizar el Año Europeo

de las Lenguas 2001.

1. Em que língua você acha que esse

texto está escrito?

________________________________

2. Por quê?

_____________________________

Table 6 – What language is that?

Working with the days of the week in different languages has been extensively

suggested by previous researchers (Jaling, 2006; Masats, 2006; Candelier, 2004; Ulseth,

2003). Most activities used in these previous experiences followed the same design of

the third activity used in the present project and entitled ‘cooking detective’, where

students are supposed to fill in the chart, putting the words in the correct columns

according to the language in which it is written, and in the correct lines according to its

meaning.

However interesting this use of the content may be, my advisor and I decided to

conduct the activity in a different way. Throughout our last meetings with the students,

we noticed that whenever asked open-ended questions, most students tended to give

short answers. Especially during the development of the previous activity, ‘what

language is that?’, when students had the chance to explain the reasons why they have

chosen such answers, it was noticeable that most of them are consciously unaware of

the specific characteristics they confer to each language, since many students could not

explain the reasons for their choices.

Therefore, a table was prepared with the days of the week in Portuguese,

English, German, Spanish, French and Italian, in this order. Following this table, we

proposed eight different questions in order to direct students’ attention to similarities

and differences among the written form of the days of the week in these languages:

1) In what languages are the days of the week more similar?

2) In what language are the days of the week more similar to the days of the week

in Portuguese?

3) Every day of the week in English ends in ‘day’. What does ‘day’ mean?

4) In what language are the days of the week more similar to the days of the week

in German?

5) What is the similarity between the days of the week in French and Italian?

6) Almost all the days of the week in German end in ___ (complete).

7) Almost all the days of the week in Spanish end in ___ (complete).

8) Which day of the week is similar in every language?

It was decided that for this meeting the groups would use the room which was of

easier access, so that not much time would be lost in moving from one room to the

other. Group 1 had the 5

meeting scheduled for the same day of meeting 4, only after

their break. Consequently, students were asked to return to the laboratory at due time.

Even though the activity was an individual one, this group had seemed very

concentrated while resolving their tasks and the seating arrangement (in pairs) was not a

disruption.

The other groups were supposed to stay in their general lessons room, but while

the teachers were going the direction of group 3’s room, they met the students who were

already moving towards the English room and the laboratory, and so decided to stay in

the English room, where they could be sitting individually. Group 2 remained in their

general lessons room.

The activities presented so far were designed with the intention of helping

students become better users of their comparative and intercomprehension abilities, as

well as calling their attention to specific characteristics of languages. The social and

affective parameters developed by the project might be quite difficult to measure, so it

seemed important that by the end of the project some activity was applied so we could

follow students’ development of the cognitive parameters listed above.

It was decided by the researchers, then, that an activity following the same

pattern of activity number three, “cooking detective”, should be conducted with the

students, who would be working individually this time. The activity was called “happy

families”, and involved vocabulary and language recognition.

This activity was to be done individually, and it required a great deal of time and

attention from the students. Because of that, it was decided that students would stay in

their general lessons room, so no time would be wasted in moving from one location

from the other.

Students received an A4 sheet of paper with a table in it. The table contains in

the first line the languages: Portuguese, Spanish, Italian, French, English and German.

In the first column, under Portuguese, there are the words ‘mother’, ‘father’, ‘sister’,

‘brother’, ‘grandfather’ and ‘grandmother’, written in Portuguese. Students should also

receive an envelope containing the same words written in the other languages, and try to

paste the words in the correct position, under the correct language and in the same line

of its meaning in Portuguese. Under each language there is a ‘hint’, that is, one of the

correct answers in this column. These ‘hints’ were given so that students would have

more basis for the use of their comparative abilities. In the Spanish column, for

example, the word ‘abuelo’ (grandfather) was given, so students could use their

comparative abilities to discover that ‘abuela’ is also Spanish, or their

intercomprehension abilities to notice that the feminine and masculine words are

marked by the final ‘a’ or ‘o’, as in Portuguese.

Contact with the oral form of languages is also an important aspect of Language

Awareness. Even though time constraints hindered the development of activities

considering languages’ oral forms, it should be an aspect of students’ interests, and their

reaction to sang or spoken texts in foreign languages could be of interest to this

research. Moura and Vieira (2002) report from their teaching experience that some of

their students mocked the spoken form of English, in an attempt to underrate this

language unknown to them. Therefore, dealing with this aspect of languages may be

helpful in unveiling and trying to defy any parochialism students may feel.

The school’s language laboratory could not be a better place to present students

to the oral form of foreign languages. Not only the space allows the individual listening

through the use of earphones, but it also allows students to individually record their

answers, and thus freely express themselves as they will not be heard by their peers.

The activity called “the sound of music” was designed following the work of

Lucena, Steffen and Vieira (2006), where the song “Funiculi Funicula” was chosen as

representative of the Italian culture, “El Señor Don Gato” of the Spanish and “Sur Le

Pont D’Avignon” of the French. It was decided that the students should first listen to

each of the songs and try to give it a title, in whichever language they preferred to,

writing their answers on a sheet of paper. It was expected that by awarding the songs a

title the students would express different levels of comprehension. Even if the lyrics

were not clear to them, the rhythms and the comprehension of isolated words could help

them all complete the task. Students should also say in what language they think the

song is sung.

After choosing their three titles to the songs, it was important to try and

understand how the students had come to those answers. In hopes that students would

be more eloquent in speaking than they had so far been in writing, as well as attempting

to give students a safe space to express themselves without the judgment of their

classmates, they were each given three minutes to record their oral answers to why they

had created each of the titles. Perhaps giving students this opportunity after each of the

songs was played would have been preferable, as each answer might have been fresher

in their minds, but due to technical reasons all students had to do the recordings at once,

and the process of calling everyone’s attention to the recording, and the subsequent

saving of the audios in the computer took quite a long time, so if we were to stop after

every listening, one meeting would not be enough for the oral activities.

The last activity to be worked with the students was “the sound of words”. It

intended to give students space to use several of the abilities developed during the

project. The author of the poem “Full Circle”, Elly Sherman, has designed a website in

which she presented her work both in the written form and in audio. Speakers of every

language are invited to translate it into their mother tongues and post the translation and

its reading on the site. The site counts with collaborations from over eighty languages.

The original text, along with its translations into Italian, French and Spanish were used

for this activity.

First, the students should hear the readings and write down in which language it

is. Second, the students received the written form of the four texts and also answered in

which language each one is. This way, I expected to check the level of recognition of

both oral and written form of these languages. Finally, the students would be invited to

record their answers to the following question: What are these texts about? This way,

students would be able to use intercomprehension between their mother tongue and the

four foreign languages presented, as well as to compare differences and similarities

between the written forms of the texts.

Unfortunately, this last meeting with each group was very disordered due to

technical difficulties which resulted in lack of time for the development of the activities

prepared. First, students were supposed to listen to the songs, and after listening to each

song, students should give them a title and say in each language it is, explaining their

answers. Unfortunately, the equipment took a long time to record every recording

session, so, instead of having one recording session for each song, it was decided that

students would first listen to the three of them, writing down their ideas meanwhile, and

only later have a recording session for all the answers together. Because of this delay,

most students were not able to finish the second activity prepared for this meeting.

The order in which the activities were presented to the students is according to

their level of complexity in relation to the LA objectives of each of the tasks. The first

and the second activities, ‘A visita’ and ‘unknown words’ were chosen to be worked at

first for two reasons. First, both activities rely on their MT knowledge to develop a

discussion and second, both activities intend to have students use their previously

acquired knowledge (about Italy in the first and about use of a text’s internal cohesion

in the second) in order to do the activities. ‘Cooking detective’ was chosen to follow

because it was designed to be done in groups, which should be helpful in their first

attempt to work with intercomprehension. After this first experience with the help of

their classmates, it was important for students to experiment with intercomprehension

individually. The activity about Harry Potter was chosen to be next, as students would

use intercomprehension but at the same time would be able to rely on their knowledge

of the subject in order to respond to the questions.

Recognition of specific characteristics of languages was also an important aspect

of the activities. Until the fifth activity, students were asked to identify the languages

they met, but ‘what language is that?’ was the first activity to focus on recognition and

to demand from them explanation of their choices. Some students still had difficulty

recognizing characteristics that belong to one language or another, and because of that,

the following activity was ‘days of the week’, when students were asked questions

which were meant to lead their attention to some of the specific characteristics which

could be found in the vocabulary presented. Finally, students were given the chance to

try to use both intercomprehension and recognition of specific characteristics of

languages individually in the ‘happy families’ activity.

Activities involving the introduction of oral language were left for the next

meeting, as it was expected that students would then be able to transfer the skills they

developed facing written language to this new setting.

3.5. Analysis of data

In this section, I intend to describe and explain the steps and decisions taken in

terms of organization and analysis of the data collected.

First, the pre-intervention questionnaire answered by the students was looked at

in search for the profile of the group of participants, as well as the conceptions of

language these students bring to the 5

grade. Percentages were used to demonstrate

each of the topics which have arisen.

Second, results from each of the activities developed were organized depending

on the type of answer they offered. Answers to the questions in activity 1, ‘A visita’,

were organized in a table from where the occurrences were counted. The same was done

to the answers to the questions in activity 2, ‘unknown words’ and 6, ‘days of the

week’.

Activities which required language and word recognition, such as activities 3, 4,

5, 7, 8 and 9 had their results organized in a table following these steps:

1) the answers of each group/student were corrected

2) the number of occurrences of correct recognition of each language/word

was counted

3) the numbers of correct recognition of each language/word were positioned in

the table (each line represents a student/group, while each column represents

a language/word)

4) the total of recognition of all students/groups was added

5) this total was compared to the number of possibilities students had. In the

activity “cooking detective”, for example, there were 15 participant groups,

and each language could be recognized 6 times, totaling 90 chances of

language recognition. English was correctly recognized 63 times, which

represents 70% recognition.

Besides that, in the activity ‘Harry Potter’ correct titles were marked ‘1’ while

incorrect titles were marked ‘0’. Activity 5, ‘what language is that?’ also contributed

with the explanations students gave about the linguistic cues they used to recognize

those languages. These cues can be found following the table which shows the language

recognition. The titles created as answers to activity 8, ‘the sound of music’, were also

transcribed following the language recognition table. After the transcription, I could

notice the titles were basically divided into two types and thus were classified as: (1)

those who tried to write down the words they heard more often and (0) those who tried

to create a title based on what they understood. Occurrences were then counted.

A closer look at these data revealed that common themes emerged during the

implementation of the project. These themes were the students’ profile, episodes which

reveal resistance from the students, re-activation of previously acquired knowledge,

development of translinguistic tools, recognition of specific characteristic of languages

and the introduction of the sound of languages. Recurrence of these themes was sought

in the researcher’s journal, in the informal conversation the researcher had with the

fourth grade teacher as well as in any written material offered by the students.

In this chapter I aimed at giving a detailed overview regarding the methods of data

collection and analysis, the participants, setting and activities conducted. In the next

chapter, I will discuss and analyze the data considering the research questions

previously mentioned.

CHAPTER 4

DATA ANALYSIS AND INTERPRETATION

4.1. Introduction

I will now proceed to the analysis of the data collected according to the

theoretical and methodological perspectives presented in the last two chapters.

Recapitulating, the data collected during the intervention period was organized

according to the recurrence of topics. Later, this information was triangulated with

information found in the researcher’s journal, in the information given by the fourth

grade teacher and in other written material the participants have produced. Each of the

topics will be discussed in the next sections.

4.2. Students’ profile

The answers to the questionnaire applied in the first meeting showed us that all

the groups were quite homogeneous in terms of age, most of the students being 10 or 11

year-olds. Also, most of the students are from the same state, and there is no

international student in any of the groups.

Almost 25%

(24,6%) of the students do not know their parents’ origins. Only

two students said they have a foreign parent, both from neighboring countries: one from

Paraguay, the other from Uruguay. The remainder of the parents came to Florianópolis

from different parts of Brazil.

Only 14 out of 69 students could indicate their family origins. Most of them,

71%, did not answer, or did not know the answer to question number 4, which suggests

that these students are not aware of their own linguistic and cultural background.

All the percentages shown in this work were either rounded up or down for simplification. They are not

exact numbers.

Students were not asked to answer to the questionnaire at home due to the very purpose

of this question. The intention was to check on the level of students’ awareness of

language on the fifth grade, without their parents’ help.

The students are aware of the existence of quite a few languages. One of the

questions asked students to name the languages they have heard of. English appeared 54

times, followed by Spanish (52), Portuguese (41), German (41) and French (39). It is

interesting that Portuguese appears less than English and Spanish. In the same meeting

students were explained about the project, which they knew was going to be about

foreign languages. Probably because of that, students thought it was unnecessary to cite

their own language. It is also curious that the top cited languages are the same the

students will start studying this year. It indicates that the school offering of FLs do

influence students’ awareness of languages. Besides, it corroborates Calvet’s idea that

representations of language are created and also reinforced by society (1999).

OTHER

GREEK

MA NDA RIN

ARABIC

KOREAN

RUSSIAN

HEBREW

JAPONESE

ITA LIA N

CHINESE

FRENCH

PORTUGUE SPANISH

GERMAN

ENGL ISH

Fig. 2 – Languages these students know

Apart from these languages, Italian appeared 18 times, followed by Chinese (15)

and Japanese (12). The appearance of Chinese and Japanese was quite surprising at first.

However, a closer look to the answers given by students to the activity ‘A visita’

showed us that thirty-eight students, from the fifty-seven who listed food they knew

which was originally from a foreign country, cited elements from the Chinese or

Japanese cuisines. Russian and Greek appeared twice each, while Hebrew, Korean,

Arabic and Mandarin appeared once each. Included as ‘other’ in the pie chart that

follows, are: ‘brasileiro’, ‘australiano’ and ‘chileno’, which appeared once each, and

‘romano’ and ‘argentino’, which appeared twice each. Here we can notice a tendency of

students to name the language by the name of the nation which students believe to speak

it. A clear example of this could also be found in two students’ answers to the activity

‘what language is that?’ Both students said that the text in Portuguese was written in

“brasileiro”, but explained they know it: “porque está em Português”. As Moita Lopes

(1996) has noticed, it is difficult to understand that the concept of language does not

always correspond to an identifiable social group.

These results may demonstrate that some students understand language as what

is spoken in a determined place, so that in Brazil, ‘brasileiro’ is spoken; in Australia

they speak ‘australiano’ and so on.

Question number six in the questionnaire, ‘what is your mother tongue?’ was

answered by 81% of the students as Portuguese. We could see that a great part of the

students, the remainder 19% did not answer or answered ‘I don’t know’. One student

said: ‘minha língua paterna é português, a materna eu não sei’. An informal

conversation with one of the fourth grade teachers revealed that the school syllabus does

not comprehend the notions of mother tongue and foreign languages before 5th grade.

But is this notion really necessary? When students call their own language ‘brasileiro’,

and explain it is similar to Portuguese, are they wrong? It seems that students may not

be much aware of the languages other people speak, but they are very aware of the

language they speak.

Most of the students, 58% cannot speak any languages other than Portuguese.

Some students, 22% can speak ‘a little’ English, French, Spanish or Italian. The other

students answered they can speak English, Spanish, German and French – the four

languages they would be studying throughout the year.

Question number eight: ‘what languages are spoken in Brazil?’ was not

answered by 11% of the students. From the students who answered the question, 37%

said only Portuguese, while the other 52% said Portuguese and some other language or

languages. The languages listed, apart from Portuguese, are: Spanish, English, French,

German, Italian, Japanese and Chinese. The fact that students listed languages other

than Portuguese is a good indicative that these students understand languages as

something which trespasses geographic boarders and nationalities. It is important to

notice, that during the informal conversation I had with the 4

grade teacher, she said all

the groups, and most of the students participating in this research, were part of a project

in which students were in contact with a native Brazilian group, the Guarani’s, and

happened to have learned a little about their culture and language. No students

mentioned Indian languages as being spoken in Brazil, though, indicating and

reassuring the peripheral position that Indian languages assume in our society.

Twelve students reported using a secret code. All of them use their codes to

communicate with friends, while one of the students reports using two secret codes: one

to communicate with her friends, and a different one to write in her personal diary. The

codes described by our participants can be separated into two categories. There are the

written codes, where users substitute the letters of the alphabet for numbers or symbols,

and there is also an oral code, in which users include a letter ‘p’ after every spoken

syllable.

Most students understand that they have learned how to speak Portuguese – their

mother tongue – at home, with their family members. Sixty-two percent of the answers

referred only to family, while another 29% indicated family and school. One percent

said they have learned alone, and the remainder one percent said it happened at school.

While most students understand that their mother tongue was learnt primarily at

home, the greatest majority of participants believe that foreign languages are learnt at

school. Eighty-eight percent of the participants said foreign languages are learnt: at

school, with the teacher or studying hard, while 11% did not answer and 1% said

‘everywhere’.

During the text discussion which happened in the first meeting, students were

asked to list any food they knew to be foreign. The resulting list is long, but it shows us

that students are aware that many of the food they eat daily is originally from other

countries. The most common answers were: hamburger, pizza, pasta, nachos, nuggets,

lasagna, sushi, sashimi, croissant and yakisoba. Students did not indicate the origins of

these foods, suggesting that they consider everything which is not Brazilian to be

foreign, without distinguishing origins.

4.3. Re-activation of previously acquired knowledge

There were two activities in this project which intended to assist students re-

activate previously acquired knowledge to construct meaning. The first, ‘unknown

words’, aimed at focusing students’ attention to the use of a text’s internal coherence to

help with the comprehension of words unknown to them. As this practice is usual in our

mother tongue, this activity consisted of a paragraph written in Portuguese, containing

fictitious words in it and followed by a series of comprehension questions.

In question number one ‘who are Ana and Pedrinho?’ most students (54%)

answered that Ana and Pedrinho are siblings. Some students answered they are

characters in the story (16%), which is also correct. The other students answered by

using the fictitious word they found in the text: ‘ircos’ (16%).

In relation to question number three ‘who has bitten Ana’s arm?’ 77% of the

answers were bee, mosquito, chicken or snake, all correct, since they all refer to animals

or insects which have the ability to bite a human being. The remainder 23% of the

pupils used the fictitious word ‘bolga’.

Questions number two ‘why did they go to the rostors

?’ and four ‘what

happened then?’ obtained various answers, but most of the students were able to answer

accordingly, showing their general comprehension of the text. Question number two

received answers that they had gone ‘fetch’, ‘buy’ or ‘comfoi’

ovos (90%). The other

students did not answer. Question number four was answered in different levels of

detail, from ‘they went home’ to ‘the brother and sister went home without the eggs and

the girl was with her arm bitten by a bee’. All these answers (88%) show that the text

was correctly understood even if the students did not know all the words in it. Twelve

percent of the students did not answer.

The ‘Harry Potter’ activity also depended on the re-activation of previous

knowledge. The students could use intercomprehension of all of the words present in the

titles in the FLs, or use intercomprehension of some of the words and use their

knowledge of the subject to complete the titles in Portuguese. Students’ previous

knowledge of the subject has definitely helped them, as 87% of the students could

Fictitious word found in the activity.

answer all the titles right. It was noticed by the co-teacher that while trying to answer,

students would look for words similar to Portuguese, and ‘guess’ the rest of the titles

based on one or two words in the foreign language they managed to understand. It

shows us that they were using both their intercomprehension and background

knowledge to do this activity.

The remainder 13% of the participants was able to answer at least part of the

titles. The fact that every student participated and at least tried to do the activity might

indicate that the students were slowly losing their fear of being wrong. It may also be an

indication that they felt more confident about it, as they were acquainted with the

subject.

Even though students did not have any options of languages to choose from, as

they had previously, language recognition was high in this activity. English had 91%

recognition, followed by German (68%), Spanish (55%), French (39%) and Italian

(12%). Greek was not recognized by any of the participants, but most of the students

guessed it was Slovene, Arabic or Egyptian, which shows students were aware it was a

language they were not very acquainted with.

4.4. Development of translinguistic tools

The analysis of the answers to the activity called ‘cooking detective’ focused

on two different aspects of the activity: recognition of the languages and comprehension

of the vocabulary. In order to analyze the recognition of the different languages, first the

positioning of the words in the correct language column were counted. There were five

participant teams in each of the three groups, totaling 15 teams in this activity, and six

words under each language. This way, each language

had a total of 90 chances of

being recognized. English, for example, was correctly recognized 63 times, which

represents 70% recognition. Italian was recognized in 44% of the answers, followed by

German (40%) and Slovene (33%). In total, languages were recognized in 47% of the

cases.

20%

40%

60%

80%

English German Italian Slovene

Cooking detective - language recognition

Sé r i e 1

Fig. 3 – Language recognition in the activity ‘cooking detective’

Comprehension of the vocabulary was checked the same way. The words

correctly positioned on the same line of its correspondent meaning in Portuguese were

counted. Each word in Portuguese had four matches, one in each of the languages. The

total of word comprehension was 69%, which indicates that at this point it was easier

for the students to use their intercomprehension abilities than to recognize specific

characteristic of languages. The individual result for each of the words is in the

following table:

Portuguese was not considered.

20%

40%

60%

80%

10 0 %

Fruit Tea Salad Rice Steak Pot atoe

Cooking detective - word comprehension

Série1

Fig. 4 – Word comprehension in the activity ‘cooking detective’

The results of the ‘happy families’ activity were analyzed similarly to the results

of the activity described above. First, language recognition was examined by the

counting of the correct positioning of words in the language columns. Each column

offered space for six words, but as one answer of each language was given as a hint to

help students’ work, each participant could get from zero to five correct answers in each

column. Sixty-nine students participated in this activity, which gives each language a

total of 345 chances of being recognized. Spanish, for example, was correctly

recognized 289 times, which gives us 84% of recognition. Percentage of recognition of

all languages can be found in the following table:

20%

40%

60%

80%

100%

sp anish it alian f rench english german

Happy families - language recognition

Série1

Fig. 5 – language recognition in the activity ‘happy families’

If we calculate the average correct recognition of all languages, we will come to a

surprising 73%, a great development when we compare it to the result found in the

activity developed in the third meeting, when the students did basically the same work

but in small groups, and the average language recognition was 47%. This result may

indicate that the work developed with students in terms of recognition of specific

characteristics of languages brought positive results.

On the other hand, vocabulary comprehension has also improved, but not as

much: from 69% in the third meeting to 74% in the present one. Individual results for

each of the words can be seen in the table below:

50%

100%

mother father sister brother grandmother grandfather

Happy fam ilie s - w ord com prehe ns ion

Série1

Fig. 6 – word comprehension in the activity ‘happy families’

In terms of vocabulary comprehension, it is interesting to notice that the words

which offered greater difficulty were brother and sister in French (frére and soeur). The

use of intercomprehension between Portuguese and French is not helpful when defining

which of the two words in French is the masculine or the feminine, as these two

languages, despite their many similarities, mark gender in different ways. Because of

that, the French column was positioned in the table on the right side of the Italian,

language in which both words carry more similarities to their French counterparts. Not

coincidently, all the students (6 out of 69) who got these two words in French correctly

happened to have correctly completed 100% of their tables. This might indicate that

these students, after having completed all the remainder of the table were able to use

their comparison abilities between two languages previously unknown to them: French

and Italian.

4.5. Recognition of specific characteristics of languages

The ‘what language is that’ was the first activity to ask students to indicate

which specific characteristics of languages they used while recognizing them. In this

activity, the students received the same paragraph in six different languages, and after

saying in which language they thought it was written, they had space to write down why

they thought so.

One of the paragraphs was written in European Portuguese. All the participants

recognized this language as being Portuguese, and all of them explained they knew it

because it is the language they speak, and only one student noticed it was written ‘um

pouco diferente’. Both English and Spanish had 81% recognition, 14 students

recognized English for the use of the words ‘the’, ‘of’, ‘end’ or ‘year’, and seven

students related it explicitly to the language in video or computer games. Twenty-four

students explained they recognized Spanish because of the use of the tilde (~) over the

letter ‘n’, or because it ‘parece Português’.

German was recognized by 58% of the students, but only 23% could explain

why. All the students who explained their choice said they knew it was German because

of the extensive use of the umlaut (¨).

French and Italian were recognized 45% of the times. Only two students could

explain why they recognized French, and it was because of the use of more than one

accent in the same word. The 4 students who recognized Italian did it because of the

double ‘z’, ‘l’, ‘b’ and ‘n’, and also because of the word ‘siamo’.

Another activity which focused on specific characteristics of languages was

‘days of the week’. It is clear in the answers given that students could, most probably

unconsciously, separate the foreign languages into two groups, or linguistic families.

Similarities between English and German were clearly noticed in the answers to

question number four, which asked in what language are the days of the week most

similar to the days of the week in German. About 88% (61 out of 69 students) answered

‘English’.

Question number two asked in which language are the days of the week most

similar to the days of the week in Portuguese. Most of the students (96%) answered

Spanish, and a few explained that the similarities were restricted to the words ‘Sábado’

and ‘Domingo’. Two students have also pointed out that those words are also very

similar to their correspondents in Italian.

Only 10% of the students could not find any similarities between the vocabulary

in French and in Italian. The remainder of the students could point out days which are

similarly written, or indicate that the days of the week in both languages tend to begin

and end with the same letters.

Question number three asked about the meaning of the affix ‘day’ which is

found in every word which represents a day of the week in English. Almost all

participant-students (68 out of 69) were able to answer ‘dia’ or ‘feira’, and 14 of these

students somehow explained that it means both ‘dia’ or ‘feira’, since in Portuguese,

‘feira’ is used to indicate most of the days of the week.

Questions six and seven did not represent a challenge to the students, since all

the students were able to recognize the specific characteristics of the days of the week in

German and in Spanish. Another activity which did not cause any trouble was the last

one. All participants found that the days of the week which were most similar in all the

languages presented were Saturday and Sunday.

4.6. The introduction of the sound of languages

The last meeting intended to introduce students to the oral form of foreign

languages. First, pupils were presented with songs sung in foreign languages. Language

recognition was very low, which was already expected, as it was the students’ first

contact with the oral form of these languages during this project. The percentage of

specific language recognition can be seen in figure 6. The general recognition was 35%,

lower than the general recognition of the ‘cooking detective’, when students had their

first attempt to recognize languages through their written forms, and then language

recognition was 47%.

10 %

20%

30%

40%

50%

It al ian Sp anish Fr ench

The sound of music - language recognition

Série1

Fig. 7 – language recognition in the activity ‘the sound of music’

When choosing the titles for the songs, 32% of the students created a title related

to what they could understand of the song, while 68% tried to write down the exact

words they heard more frequently.

In the second part of this meeting, students should first listen to a poem in four

different languages and say in which language it was. After that, they would receive the

written forms of the same poem, in the same languages which they had heard before, to

say in each language it was. The intention was to check whether or not students were

able to realize the written and oral texts were the same. Because of the lack of time

explained in section 3.3, not everyone was able to finish this activity.

Seventeen students were able to finish the activity, and by comparing the written

text in the four different languages these students could see the texts contain the same

meaning, related to dinosaurs, stars, the sun, comets and the future. Only 10% of the

students who finished saying in each language the texts were maintained the same

answers for the oral and written forms.

4.7. Episodes which reveal resistance from the students

Throughout the intervention it was clear to this researcher that some of the

activities caused more resistance from the students. This resistance was first understood

as resistance to the research, as the first episode happened in the first meeting with the

students. However resistance continued to be noticed in almost every meeting, under a

declining fashion. After a couple of meetings it seemed that the resistance was towards

this new way of dealing with knowledge in the classroom.

The second activity prepared for the first meeting consisted in the reading and

discussion of a text. As detailed in section 3.3, the text raised the discussion about

different cultures and languages, trying to focus on the positive aspects. First, the

students had some time to answer the questions by themselves, then they handed-in their

sheets, and finally the teachers discussed their answers with the whole group. The first

question, ‘What do you know about Italy?’ was received with resistance by the students

in all groups. A great number of students from groups 2 and 3, the ones working

together in the laboratory, immediately claimed not to know anything about Italy. The

co-teacher reported in the diary that she felt the large number of students in the room

could be distracting them, but she reported the same reaction from students in group

one, which were working in a much smaller group.

Both teachers then tried to motivate the students to think harder, and write down

anything they knew about Italy, even if they thought it was not important. As a result,

23% of the students did not answer question number one. From the various answers we

received, items were designated into categories, and the numbers of appearances were

then counted. The results can be seen in the table below.

Category Number of appearances Examples

Food 34 Pizza, pasta, wine,

Soccer 14 Brazilian players, Italian teams

Language 12 They speak Italian

Geography 11 It is in Europe, its capital is Rome

Tourist places 4 Coliseum, Boats in Venice

People 3 They speak loud, very friendly

Table 7 – What students know about Italy

Even though a large number of students did not answer the first question in the

paper, the co-teacher noticed that while the teachers were discussing their answers with

the whole group, many students reacted as if they also knew those answers, but

somehow had not thought of that at the moment. Some exclaimed “eu sabia!” while

others asked “Sora, devolve minha folha pra eu arrumar minhas respostas? Tá tudo

errado!”. This reaction might indicate that the students did know more about Italy than

they were aware of. The group discussion may have led students’ implicit knowledge to

become explicit, while the teachers’ mediation seemed to play an important part in

helping students overcome their resistance to the activity proposed.

Question number two asked students why the Italian pigeon did not know the

Brazilian food cited in the text, and also asked the students to list food they know which

are not originally from Brazil. Apart from a small percentage (2%) of students who did

not answer, everyone could somehow explain that people in different countries eat

different foods.

Question number three, ‘Why does the Italian pigeon speak differently?’ also

had a 2% rate of blank answers. Most students answered ‘because it is Italian’ or

‘because it is from Italy’ while some went on and explained that in each country people

speak a different language. These answers indicate clearly that students understand that

people in different territories speak different languages, but it does not make it clear

whether students understand that people in the same territory may speak different

languages, or that people in different territories may speak the same language. That is,

we cannot see here if the students’ notion of country borders and language use borders

are the same or not.

The activity which seems to have caused more resistance from the students was

‘cooking detective’. It was their first attempt to working on a plurilingual activity, and

the notes in the researcher’s diary show that in every group, after the activity was

explained and the students had started their work, difficulties started to arise. A large

number of students affirmed they did not know those languages, so it was impossible

for them to accomplish the task. The teachers explained that getting the correct answers

was not the objective; the objective was to try to complete the activity. While some of

the students managed to carry on their work, some still complained it was too difficult

until the end of the task. Teachers’ support and incentive was what prevented some of

the participants from quitting.

Van Lier (1995, p. 84) reminds us that students may be so worried about

correctness, that they can not truly appreciate and discover language:

“Students, no doubt conditioned by years of grammar-grinding activities, and

their teachers, who do much of the grinding because it seems to be required by

tradition, see only one question whenever they are confronted with a new piece of

language: is this correct, or is it incorrect?”

Even though resistance was high, most of the groups were able to answer at

least part of the activity right. One of the groups, however, stood out because they did

not have any correct answers. The students were free to choose their workmates for this

activity, and this specific group was formed by five girls who seemed to be very good

friends, since the co-teacher has written down in her diary that they seemed very

distracted by personal subjects. Besides that, the girls asked for the teachers’ help many

times during the activity, always afraid of ‘getting the wrong answer’ or affirming they

did not know it ‘for sure’. The sheet of paper they handed in with their answers had also

a very hard comment written down by themselves and about themselves: ‘somos umas

burras, de cérebro de minhoca podre’. Moita Lopes (1996) reminds us that in Brazil

there is an ideology that students in public schools are not apt to learn FLs. This is a

“self-fulfilling prophecy” (Moita-Lopes, 1996, p. 75), that is, the perception that the

school, the society and the family have of the student are bound to determine the

student’s academic performance.

All these very negative thoughts about themselves and the disbelief in their

capacity to do the work proposed might have been the reason why they were unable to

do it. Furthermore, they seemed to be very concerned about getting the correct answers,

so they did not allow themselves to try.

By the sixth meeting, when the activity called ‘happy families’ was developed,

the co-teacher had noted in the diary that the insecurity in doing the activities proposed,

demonstrated by many of the students in the previous meetings, had almost disappeared.

While the first meetings were very disturbed, with many students calling the teachers to

ask for help and to check their answers, this sixth meeting was calm with the three

groups. At first this project introduced the students to a classroom dynamics which

seemed to be very different from the one they were used to. The first reaction students

expressed towards the activities proposed was of disbelief. They were instructed to

believe in their ‘guesses’, which are usually based on their understanding of transparent

words, and told not to worry about finding the correct answers, but to try and have some

fun while looking for them. Students’ uneasiness could be clearly seen in that

disturbance raised in the beginning. However, the tranquility apparent at this moment

shows us that students are now more acquainted with how languages and language

learning works.

As an inexperienced researcher, I could not at first understand what was it that

helped students gain confidence about the activities. However, looking back at my notes

I could notice a pattern both in the class design and in the teacher’s performance in

class.

As discussed in section 3.4, the activities were designed considering an increasing

level of difficulty. Students started dealing with activities that involved only their MT,

later they had the chance to work with FLs in small groups, so they would have their

classmates to help each other. Next step was to allow students to work with FLs

individually, so the topic chosen was one of their interest, which could help them

achieve their goal. Only later they tried to really solve a plurilingual activity on their

own.

The main teacher also seemed to follow a pattern during the meetings with the

students. First, she called students’ attention to the task. Second, she always tried to

keep students’ motivation throughout the progress of the activities, which sometimes

limited their attention to the specific goals of each task. Every time students expressed

frustration, the teacher helped them by demonstrating how they could achieve their

goals.

Both the design of the activities and the teacher’s performance meant to offer

students a temporary help to achieve an expected result. In other words, both the

activities and the teacher offered scaffolding for the students. According to Cardoso

(2005), when the learning process begins, the students need assistance from a more

knowledgeable person, such as a teacher or even a classmate. This assistance is

gradually removed, so that finally the students can achieve the outcomes individually.

This chapter aimed at analyzing the episodes which revealed instances of the

development of Language Awareness or construction of plurilinguistic knowledge.

Besides, a profile of the students was built based on their answers to the questionnaire.

In the next chapter, I attempt to answer the research questions and propose pedagogical

implications as well as limitations of this study and suggestions for future research.

CHAPTER 5

SUMMARY AND FINDINGS

5.1. Introduction

In this chapter, I conclude the present study by presenting answers to the three

research questions which have guided this research. Furthermore, suggestions for future

research and the pedagogical implications are bestowed.

5.2. Overview of research questions

5.2.1. What is the awareness of language these students bring to the 5

grade?

The students who participated in this research do not seem to be aware of their

own linguistic and cultural background, as most of them could not indicate their family

origins.

On the other hand, they are aware of the existence of a good number of

languages, as apart from the languages offered at school, they mentioned several others.

They are also clearly aware that languages can trespass geographic borders, as more

than half of the students have said other languages are spoken in Brazil apart from

Portuguese. Nevertheless, they have not mentioned any native-Brazilian languages or

LIBRAS (Brazilian sign language).

Although the concept of mother tongue seems to be quite confusing for these

students, they understand it as something natural, which does not require much effort

into learning. Foreign languages (FLs), on the contrary, are seen as something

mechanical, which needs to be studied and practiced, demanding a lot of effort from the

learners.

Considering the five domains of Language Awareness proposed by James and

Garrett (1998), the students did not have their cognitive and power domains of LA

much developed yet. Because it was for most of these children the first contact with

FLs, they were not aware of pattern in language. Under the power domain, students are

aware of pattern in communication, but only in their mother tongue. Once again, this

can be justified by the lack of previous knowledge of FLs.

On the other hand, the affective and social domains seem to be quite developed.

The students were very excited and curious about the plurilinguistic project at all times

and there were no demonstrations of linguistic prejudice or disrespect for other ethnic

groups.

The performance domain was not assessed, as it would require evaluation of the

language proficiency of the participants in both MT and FLs, which was not part of the

objective of this research.

5.2.2. How does the process of development of plurilinguistic knowledge occur?

The results of this research indicate that the process of development of

plurilinguistic knowledge does not follow any specific order, but is constructed by each

individual at his/her own pace. Some elements appeared to be common to most of the

participants, though.

Resistance to the activities proposed, and the fear to be incorrect blocked

students’ performance in the first meetings. It was the teachers’ constant participation

and encouragement that led students to relax and start indulging in their discoveries of

language.

Two elements seem to have helped students overcome their insecurity in dealing

with foreign languages. Student-participants in this research were already able to use a

text’s internal coherence to help them construct meaning. The insecurity in solving the

activity which required this ability disappeared after they consciously realized that.

Using previous knowledge also appeared as an important aid in overcoming insecurity

towards the study of FLs.

Some translinguistic tools were developed by the participants. When we

compare the results of the activity ‘days of the week’ to the results of the activity ‘what

language is that’, developed during the 4

meeting with each group, we can see a clear

development in students’ ability to notice specific characteristics of languages and to

consciously compare them, as in the previous activity most students had chosen to

‘guess’ the language without explaining their choices.

Intercomprehension and the ability to compare FLs also improved. Vocabulary

comprehension increased from 47% in the ‘cooking detective’ to 73% in the ‘happy

families’. During the development of the latter, it was clear that some students were able

to correctly complete the whole table because they used their ability to compare two

FLs.

The introduction of the oral forms of languages seems to be a delicate subject,

though. As most contact Brazilians have with foreign languages is written (remember

most students who recognized specific characteristics of languages indicated to have

contact with it through computer or video-games), recognition of the oral form was

much harder than the written.

5.2.3. How was Language Awareness developed as the plurilinguistic project

advanced?

In order to answer this question, I propose another look at the five domains of

competence of LA (James and Garrett, 1998), apart from the performance domain,

which as previously discussed was not considered in this research. These students came

to the 5

grade with little developments under the power and cognitive domains of LA.

The power domain, as previously discussed, is more related to Critical Language

Awareness than to LA itself, and I cannot see development in their ability to perform

within social conventions. However, in the cognitive domain, students developed their

awareness of pattern, contrast, rules of language and their ability to reflect upon them.

There is no evidence of improvement in the social domain, which seemed to be

well developed even before the intervention. Nevertheless, there were improvements in

students’ attitudes both towards the project and FLs in general.

In the students’ opinions on the project (appendix E) one can notice that most of

those students who considered it difficult, admitted it was interesting and fun. The

complexity level of the activities was positively evaluated by the students, who

expressed in their opinions that they realized the increased complexity along the project

and they enjoyed it. In other words, improvement in the affective domain can be

noticed.

5.3. Pedagogical implications

The implementation of a plurilingual Language Awareness program by schools

require a much larger effort on related research than what was presented by the present

work. Related research in the area was begun by European countries in 1994, with the

creation of the European Centre for Modern Languages (ECML). So far, thirty-three

European states have been involved in the research projects supported by ECML, and

there is still research under development (Candelier, 2004).

However, the activities developed by the present research can already be used in

the classroom by any foreign language teachers who are either interested in broadening

their students’ awareness of language, or in developing specific linguistic abilities such

as intercomprehension, languages comparison, knowledge of specific characteristics of

languages, understanding the meaning of words by the context, relating languages and

cultures and respect for different languages and cultures.

5.4. Limitations of the study and suggestions for future research

The application of the present research project was very much constrained by the

time made available to us by the school. Due to the object of our study, which is not part

of the school’s syllabus, and because research had better be conducted during school

hours, so that we would have both a realistic number of students in each group and a

realistic setting, the time we had with each group was actually taken from other

teachers. In this situation, it was not possible for us to have more than 7 meetings with

each of the groups.

On account of the time constraints, not much discussion could be carried with

the participants after each of the activities developed. Further discussion would

probably have been a great help in the development of the affective and social

parameters of Language Awareness (discussed in section 2.2) by the students. Tape

recordings of these discussions could be a considerate help in unveiling the process of

construction of these parameters, to which the present research had very superficial

access.

Besides that, the present research focused on the results of the activities, but did

not follow the individual development of the participants overtime. Future research

could try to apply a plurilingual Language Awareness (LA) project with a smaller

number of students throughout a larger period of time and accompany the individual

results, which will probably also influence students’ advance in each of the individual

foreign languages they happen to be studying.

Another very important aspect of LA which was overlooked by the present

research is the oral forms of languages. The last meeting we had with the participants

indicated that students have more difficulties recognizing the oral forms of languages

than the written ones. Future research could work this aspect deeply and together with

the written form, which will most probably enhance students’ awareness of languages.

Finally, I hope this research may contribute to raise researchers’ interest in

linguistic diversity and Language Awareness as well as teachers’ interest in linguistic

education and the pluralistic approaches to foreign language teaching.

REFERENCES

Allwright, D. & Bailey, K. (1991). Focus on the language classroom. Cambridge:

Cambridge University Press.

Babylon. (2004). D’autres langues en Suisse. 1/XII. Fondazione lingue e culture:

Comano.

Brumfit, C. (1998). Language Awareness in teacher education. In James, C. & Garrett,

P (Eds.), Language Awareness in the Classroom. London: Longman.

Bugel, T. (2006). A macro- and micro-sociolinguistic study of language attitudes and

language contact : Mercosur and the teaching of Spanish in Brazil. Dissertation.

University of Illinois.

Calvet, J. (1999). Pour Une Écologie des Langues du Monde. Paris: Plon.

Candelier, M. (2004). Janua Linguarum – the gateway to languages. The introduction

of language awareness into the curriculum: Awakening to languages.

Kapfenberg: Council of Europe Publishing.

Cardoso, G. LUZ. (2005). Reading song lyrics: co-construction of metaphorical

expressions by EFL learners. aster’s thesis. Universidade Federal de Santa

Catarina.

Castellotti, V. (2001). La langue maternelle en classe de langue étrangère. Paris: Cle

International.

Castellotti, V. (2002). Social representations of languages and teaching. Strasbourg:

Council of Europe Publishing.

Clark, R. & Ivanic, R. (1998). Consciousness-raising about the writing process. In

James, C. & Garrett, P (Eds.), Language Awareness in the Classroom. London:

Longman.

Cummins, J. (1991). Language learning and bilingualism. Sophia Linguistica 29, 1-194.

Davies, K. (1995). Qualitative theory and methods in applied linguistics research. Tesol

Quarterly 29/3, 427-537.

Delors, J., et. al. (1998). Learning: The Treasure Within. Report to UNESCO of the

International Commission on Education for the Twenty-First Century. UNESCO

Publishing.

Fairclough, N. (1992). Critical Language Awareness. New York: Longman.

Garcez, P. M. (2004). Breve notícia sobre o programa de ensino plurilíngüe na cidade

de Buenos Aires, Argentina. Linguagem e Ensino, 7, 2 (225-230)

Graddol, D. (2006). English Next. England: British Council.

Hamel, R. E. (2003). Direitos Lingüísticos como Direitos Humanos: Debates e

Perspectivas. In G. M. de Oliveira (ed.) Declaração Universal dos Direitos

Lingüísticos. Florianópolis: IPOL.

Hawkins, E. W. (1987). Awareness of Language: an introduction. Cambridge:

Cambridge University Press.

Hawkins, E. W. (1999). Foreign Language Study and Language Awareness. Language

Awareness, 8 (3&4), 124- 142.

JALING. (2006). The Door to Languages. Retrieved June 12, 2006, from

http://jaling.ecml.at

James, C. & Garrett, P. (1998). Language Awareness in the Classroom. London:

Longman.

Jessner, U. (1999). Metalinguistic Awareness in Multilinguals: Cognitive Aspects of

Third Language Learning. Language Awareness, 8 (3&4), 201-209.

Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Oxford:

Pergamon.

Lazaraton, A. (1995). Qualitative research in applied linguistics: a progress report.

Tesol Quarterly 29/3, 455-472.

Leal, M. C. D. (1998). Critical Language Awareness in the Teaching of Portuguese.

Language Awareness, 7 (1), 1-8.

Lucena, C. A.; Steffen, G. T. & Vierira, J. R. (Forthcoming). Language Awareness: a

plurilingual approach to foreign languages.

Masats, D. (n.d.). Language Awareness: An International Project. Retreived June 12,

2006, from http://jaling.ecml.at

Moita-Lopes, L. P. (1996). Oficina de lingüística aplicada. Campinas, SP: Mercado de

Letras.

Nunan, D. (1992). Research methods in language learning. Cambridge: Cambridge

University Press.

Noguerol, A. (2001). Una Experiencia de Diversidad Lingüística y Cultural. In M.

Casas & C. Tomás (Eds.), Educación Primaria: Ostentaciones y Recursos.

Barcelona: Ciss-Praxis.

Oliveira, G. M. de. (2003). Declaração Universal dos Direitos Lingüísticos.

Florianópolis: IPOL.

Oliveira, G. M. de. (2005). Projeto modelo de ensino comum em escolas de zona de

fronteira apartir do desenvolvimento de um programa para a educação

intercultural, com ênfase no ensino do português e do espanhol.

Orientações Curriculares para o Ensino Médio. (2006). Brasília: Ministério da

Educação, Secretaria de Educação Básica.

Prabhu, N. S. (1987). Second Language Pedagogy. Oxford: Oxford University Press.

Rajagopalan, K. (2005). A geopolítica da língua Inglesa e seus reflexos no Brasil. In Y.

Lacoste & K. Rajangopalan (Eds.), A geopolítica do Inglês. São Paulo: Parábola

Editorial.

Richards, J. & Rodgers, T. (1986). Approaches and methods in language teaching.

Cambridge: Cambridge University Press.

Rutherford, W. (1987). Second Language Grammar: Learning and teaching. London:

Longman.

Scott, M. (1998). A Brazilian View of LA. In James, C. & Garrett, P (Eds.), Language

Awareness in the Classroom. London: Longman.

Selltiz, C. (1975). Métodos de pesquisa nas relações sociais. São Paulo: Editora da

Universidade de São Paulo.

Silvester, L. (1998). Language Awareness on area studies degrees. In James, C. &

Garrett, P (Eds.), Language Awareness in the Classroom. London: Longman.

Steffen, G. T. & Vieira, J. R. (2006). Language Awareness: a multilingual approach

with 5th graders. Oral presentation: APLISC.

Steffen, G. T.; Lucena, C. A. & Vieira, J. R. (Forthcoming). Ensino plurilíngüe:

educação para as línguas estrangeiras na escola regular.

Ulseth, B. (2003). From language teacher to teacher of languages: results from a

Socrates project. http://www.fag.hiof.no/~bu/ilte/report/report_entire.html

Van Lier, L. (1995). Introducing Language Awareness. Penguin: London.

Van Lier, L. (1988). The Classroom and the Language learner. Ethnography and the

second-language classroom research. London/New York: Longman.

Vieira, J. R. & Melo Moura, H. M. de (2000). Língua Estrangeira: Direito ou

Privilégio? In Silva, F. L. de & Melo Moura, H. M. de (Eds.), O Direito à Fala:

a questão do preconceito lingüístico. Florianópolis: Insular.

Vieira, J. R. at all. (1998). Relatório final sobre a ampliação da oferta de línguas

estrangeiras (Alemão, Espanhol, Francês e Inglês) para as 5as séries do Colégio

de Aplicação da UFSC.

APPENDIX A – PERMISSION TO USE THE DATA COLLECTED

Caros Responsáveis;

Gostaríamos de convidar seu/sua filho/filha a participar da pesquisa chamada “O

ensino plurilíngüe como fomentador da consciência lingüística”. Esta pesquisa será feita

durante as aulas de línguas estrangeiras.

Vamos fazer atividades que podem ajudar a aumentar o conhecimento sobre

línguas e culturas do mundo. Queremos pedir sua permissão para estudar o material

didático respondido pelos alunos e para gravar vinte (20) aulas neste período.

Todo o material, escrito e gravado, ficará conosco até o final do projeto, mas

nem os nomes, nem as imagens gravadas dos alunos serão vistas por terceiros.

Mesmo que o/a senhor/ora não queira dar esta autorização, o/a aluno/a poderá participar

das atividades junto com os colegas, mas sua participação não será contabilizada na

nossa pesquisa.

Estamos desde já sempre prontas para tirar suas dúvidas, por telefone, e-mail ou

pessoalmente.

Agradecemos muito a sua atenção,

________________________

Giana Targanski Steffen

________________________

Josalba Ramalho Vieira

Contato:

Giana Targanski Steffen

(48) 96136632

braziliangi@yahoo.com.br

Josalba Ramalho Vieira

(48) 32372437

(48) 91034813

josa[email protected]fsc.br

Eu, ______________________________________, responsável pelo/a aluno/a

______________________________________, autorizo sua participação na pesquisa

descrita acima.

Florianópolis, ____/___________/_______.

___________________________________

(Assinatura do responsável)

APPENDIX B – PRE-INTERVENTION QUESTIONNAIRE

Colégio de Aplicação - Línguas Estrangeiras

Nome: ___________________________________________________ Turma: _______

Questionário:

1. Qual a sua idade?

________________________________________________________________

2. Aonde você nasceu?

________________________________________________________________

3. Aonde seus pais nasceram?

________________________________________________________________

4. Algum de seus avôs ou bisavôs nasceu em outro país?

________________________________________________________________

5. Quais línguas você conhece?

________________________________________________________________

6. Qual é a sua língua materna?

________________________________________________________________

7. Você fala outras línguas? Quais?

________________________________________________________________

8. Quais são as línguas faladas no Brasil?

________________________________________________________________

9. Você usa um código secreto? Quando? Com quem? Como ele funciona?

________________________________________________________________

10. Onde e com quem você aprendeu a falar português?

________________________________________________________________

11. Como você acha que se aprendem outras línguas?

________________________________________________________________

APPENDIX C – ACTIVITIES

Colégio de Aplicação - Línguas Estrangeiras

Nome: ___________________________________________________ Turma: _______

A VISITA

Personagens:

Pita (a pomba brasileira)

Fiufiu (o gato brasileiro)

Rudi (o morcego brasileiro)

Blanca (a pomba da Itália)

Pita: A pomba Blanca da Itália deve estar chegando!

Fiufiu: Oh meu Deus! O que ela come?

Pita: Você está com medo? Você não acha que uma pomba se alimentaria de gatos?

Além disso, ela é vegetariana, como eu!

Fiufiu: Para com isso! Eu quis dizer, que se ela é uma pomba estrangeira, deve comer

coisas diferentes do que nós comemos!

Pita: Acho que ela vai gostar de experimentar as tortas que você faz.

Fiufiu: Mas eu não vou saber me comunicar com ela, pois ela fala uma língua diferente

da nossa! Ela é tão diferente!

Pita: Eu sou uma pomba, você é um gato e Rudi é um morcego, somos todos diferentes!

Fiufiu: Mas ela é estrangeira, vem de um país diferente!

Pita: E se nós formos para a Itália, nós seremos estrangeiros.

Rudi: Silêncio! Ela está chegando!

Blanca: Buona Sera!

Rudi: Nossa, que pomba estilosa!

Pita: Boa noite, Pomba Blanca, bem vinda ao nosso país!

Blanca: Boa noite, Pita, é um lindo país!

Fiufiu: Quer experimentar um pouco de torta?

Blanca: Pizza!!!

Pita: Na verdade é um pouco diferente de pizza, o tempero é diferente.

Blanca: Oh, tudo no Brasil tem um tempero diferente, é tudo tão legal!

Fiufiu: Ah, eu acho tudo tão normal e sem graça aqui...

Rudi: Muitas coisas aqui no Brasil são diferentes das coisas na Itália.

Pita: Então vamos descobrir!

Leia o texto atentamente e responda:

1. O que você sabe sobre a Itália?

______________________________________________________________________

2. Por que a pomba italiana não conhecia a comida brasileira?

- Quais comidas você conhece de outros países?

______________________________________________________________________

3. Por que a pomba italiana fala diferente?

- Como ela disse boa noite?

______________________________________________________________________

UNKNOWN WORDS

Colégio de Aplicação - Línguas Estrangeiras

Nome: ___________________________________________________ Turma: _______

Leia o texto e responda:

Ana e Pedrinho são ircos. Uma caises, sua mãe pediu que fossem

ao rostors comfoi ovos. No esparco, uma bolga picou o braço da Ana,

que squou: “Ai, que par!” Pedrinho, com medo da bolga, gortou os ovos

para cima e correu. Pedrinho e Ana então voltaram para sua hols, sem

os ovos que sua mãe pediu!

1. Quem são Ana e Pedrinho? _______________________________________

2. Porque eles foram ao rostors? _____________________________________

3. Quem picou o braço da Ana? ______________________________________

4. O que aconteceu então? __________________________________________

COOKING DETECTIVE

Colégio de Aplicação - Línguas Estrangeiras

Nomes: ______________________________________________ Turma: _______

PORTUGUÊS INGLÊS ALEMÃO ITALIANO ESLOVENO

Português Inglês Alemão Italiano Esloveno

Salada Salad Salat Insalata Solata

Bife Steak Schnitzel Scaloppa Zrezek

Batata Potatoe Kartoffeln Patata Krompir

Arroz Rice Reis Riso Ri

Chá Tea Tee Té Caj

Fruta Fruit Obst Frutta Sadje

HARRY POTTER

Colégio de Aplicação - Línguas Estrangeiras

Nome: ________________________________________ Turma: _______

Harry Potter

Estes são os nomes dos livros do Harry Potter em diferentes línguas. Qual o

título correspondente em português? Em que língua cada título está escrito?

1. “Harry Potter e la pietra filosofale”

Título: _________________________________________

Língua: _______________________

2. “Harry Potter and the Chamber of Secrets”

Título: _________________________________________

Língua: _______________________

3. “Harry Potter und der Gefangene von Askaban”

Título: _________________________________________

Língua: _______________________

4. “Harry Potter y el cáliz de fuego”

Título: _________________________________________

Língua: _______________________

5. “Harry Potter et l'Ordre du Phénix”

Título: _________________________________________

Língua: _______________________

6. “O Chári Póter kai o Emíaimos Príngeps”

Título: _________________________________________

Língua: _______________________

WHAT LANGUAGE IS THAT?

Colégio de Aplicação - Línguas Estrangeiras

Nome: ___________________________________________________ Turma: _______

DAS EUROPÄISCHE JAHR DER

SPRACHEN 2001 – EINFÜHRUNG

Wir freuen uns sehr, dass das

Europäische Jahr der Sprachen 2001 vom

Europarat und der Europäischen Union

gemeinsam veranstaltet wird

1. Em que língua você acha que esse

texto está escrito?

________________________________

2. Por quê?

_____________________________

INTRODUCING THE EUROPEAN YEAR

OF LANGUAGES 2001

We are delighted that the Council of

Europe and the European Union have

joined forces to organise the European

Year of Languages 2001.

1. Em que língua você acha que esse

texto está escrito?

________________________________

2. Por quê?

_____________________________

APRESENTAÇÃO DE 2001, ANO

EUROPEU DAS LÍNGUAS

Congratulamo-nos com o facto de o

Conselho da Europa e a União Europeia

terem unido os seus esforços para

organizar o Ano Europeu das Línguas

2001.

1. Em que língua você acha que esse

texto está escrito?

________________________________

2. Por quê?

_____________________________

INTRODUCTION - L'ANNÉE

EUROPÉENNE DES LANGUES 2001

Nous sommes heureux que le Conseil de

l'Europe et l'Union Européenne aient uni

leurs forces pour organiser l'Année

Européenne des Langues 2001.

1. Em que língua você acha que esse

texto está escrito?

________________________________

2. Por quê?

_____________________________

PRESENTAZIONE DELL'ANNO

EUROPEO DELLE LINGUE 2001

Siamo lieti che il Consiglio d'Europa e

l'Unione Europea abbiano unito le proprie

forze per organizzare l'Anno europeo delle

lingue.

1. Em que língua você acha que esse

INTRODUCCIÓN DEL AÑO EUROPEO

DE LAS LENGUAS 2001

Nos felicitamos de que el Consejo de

Europa y la Unión Europea hayan aunado

esfuerzos para organizar el Año Europeo

de las Lenguas 2001.

1. Em que língua você acha que esse

texto está escrito?

________________________________

2. Por quê?

_____________________________

texto está escrito?

________________________________

2. Por quê?

_____________________________

DAYS OF THE WEEK

Colégio de Aplicação - Línguas Estrangeiras

Nome: ___________________________________________________ Turma: _______

Os dias da semana:

Português Inglês Alemão Espanhol Francês Italiano

Segunda-

feira

Monday Montag Lunes Lundi Lunedì

Terça-feira

Tuesday Dienstag Martes Mardi Martedi

Quarta-

feira

Wednesday Mittwoch Miércoles Mercredi Mercoledì

Quinta-

feira

Thursday Donnerstag Jueves Jeudi Giovedì

Sexta-feira

Friday Freitag Viernes Vendredi Venerdì

Sábado

Saturday Samstag Sábado Samedi Sabato

Domingo

Sunday Sonntag Domingo Dimanche Domenica

Responda:

1. Em quais línguas os dias da semana são mais parecidos?

__________________________________________________________

2. Em qual língua os dias da semana são mais parecidos com o

Português?

__________________________________________________________

3. Todos os dias da semana em Inglês terminam em ‘day’. O que significa

day?

__________________________________________________________

4. Em qual língua os dias da semana são mais parecidos com o Alemão?

__________________________________________________________

5. Existe alguma semelhança entre os dias da semana em Francês e em

Italiano? Qual?

__________________________________________________________

6. Quase todos os dias da semana em Alemão terminam em: _________

7. Quase todos os dias da semana em Espanhol terminam em: _________

8. Qual o dia da semana que é parecido em todas as línguas? _________

HAPPY FAMILIES

Colégio de Aplicação - Línguas Estrangeiras

Nome: ___________________________________________________ Turma: _______

Mother

Grandfather

Nonna

Hermana

Mère

Father

Mamma

Bruder

Padre

Soeur

Sister

Papa

Nonno

Hermano

Frère

Português Espanhol Italiano Francês Inglês Alemão

Mãe

Pai

Père

Irmã

Sorella

Irmão

Brother

Avó

Grossmutter

Avô

Abuelo

Grandmother

Fratello

Madre

Abuela

Vater

Grand-mère

Grand-père

Mutter

Schwester

Grossvater

THE SOUND OF MUSIC AND THE SOUND OF WORDS

Colégio de Aplicação - Línguas Estrangeiras

Nome: ___________________________________________________ Turma: _______

Laboratório

1. Você vai escutar três músicas em diferentes línguas estrangeiras. Para cada música,

você inventará um título. Depois, você terá alguns minutos para dizer por que você

escolheu o seu título!

Música 1 – Título: _______________________________________________________

Agora grave a sua resposta: Por que você escolheu esse título para a música?

Música 2 – Título: _______________________________________________________

Agora grave a sua resposta: Por que você escolheu esse título para a música?

Música 3 – Título: _______________________________________________________

Agora grave a sua resposta: Por que você escolheu esse título para a música?

2. Você vai escutar a leitura de quatro textos. Após escutar cada texto, responda: em que

língua você acha que está o texto lido? Depois, você terá alguns minutos para dizer por

que você acha que o texto está nessa língua!

Texto 1 – Língua: _______________________________________________________

Agora grave sua resposta: Por que você acha que o texto está nessa língua?

Texto 2 – Língua: _______________________________

Agora grave sua resposta: Por que você acha que o texto está nessa língua?

Texto 3 – Língua: _______________________________

Agora grave sua resposta: Por que você acha que o texto está nessa língua?

Texto 4 – Língua: _______________________________

Agora grave sua resposta: Por que você acha que o texto está nessa língua?

3. Veja os textos escritos e responda na folha: Em que língua você acha que cada texto

está escrito?

4. Sobre o que é o texto? Como você descobriu isso?

Agora grave sua resposta!

Colégio de Aplicação - Línguas Estrangeiras

Nome: ___________________________________________________ Turma: _______

Língua: ____________

Língua: _____________

Língua: ____________

APPENDIX D – DATA COLLECTED

A VISITA

Q1 Q2 Q3

s1 A comida típica da Italia é massa, fala italiano, a capital é Roma.

Nhoque, sushi, hamburger, lazanha,

pizza Porque ela é Italiana! Buona Sera

s2 Adoram pizza lá! Sushi, macarrão porque cada país tem sua língua.

s3 Eles comem bastante pizza e macarronada sushi, sashimi porque ela nasceu e mora na italia.

s4 Eles comem pizza e macarrão sushi, sashimi, rato, cobra porque ela nasceu e mora na italia.

s5 a comida tipica é massa, a capital é Roma

sushi, sashimi, yakisoba, hamburger,

pizza, lazanha porque ela é da italia

s6 gastronomia sushi porque ela é italiana!

s7 eles comem pizza, e tem jogador brasileiro lá. sushi, pizza porque ela é italiana!

s8 gostam muito de pizza e macarrão pizza, calzone, batata frita pois seu pais tem um diálogo diferente

s9 fica na europa, os italianos comem macarrão e falam italiano

macarrão, hamburger, sushi, pizza,

sashimi porque a pomba é estrangeira

s10 a pizza saiu de lá pizza, hamburger, batata frita porque é a língua da Italia

s11 falam outra língua e comem coisas diferentes

sushi, calzone, macarrão, iakisoba,

sashimi, lazanha porque ela é de outro país

s12 de lá vem a pizza e a macarronada sushi porque ela é da italia

s13 é um lindo país porque ela veio da italia

s14 eles adoram macarronada macarronada, sushi poruque ela veio de outro pais

s15 de lá vem a pizza sushi porque ela é de outro lugar

s16 em uma cidade as pessoas andam de barco

s17 a comida predileta é pizza e macarrão sushi, pizza porque ela mora na italia

s18 as pessoas comem muito macarrão e pizza

s19 falam italiano porque a origem dela é diferente

s20 falam italiano porque ela é da italia

s21 kaka, adriano e júlio césar jogam lá sush, pizza, macarronada porque não é afro-brasileira

s22 lá inventaram a pizza, o kaka joga lá,o time não sei porque ela mora na italia

s23 tem comidas diferentes macarronada, pizza porque a pomba é da italia

s24 é um país muito bonito hamburger, macarrão porque ela é italiana

s25 espaguete, pizza, cobra, barata porque no pais dela a língua é diferente

s26 porque ela é de outro pais

s27 macarronada porque ela fala italiano

s28 porque ela é italiana

s29 pizza porque no pais dela a língua é diferente

s30 é um lindo país macarronada, pizza porque ela é da italia

s31 sushi porque ela é da italia

s32 sushi porque no pais dela fala italiano

s33 quem nasce na italia são italianos sushi porque ela é italiana

s34 lá é frio sushi, pizza, lazanha, nhoque, sashimi porque ela é de outro país

s35 sushi, pizza, lazanha. porque ela veio da italia

s36 sushi, massas, hambuirger porque ela é italiana (estrangeira

s37 macarronada, sushi porque ela é da italia

s38 eles comem macarrão e pizza sushi, sashimi, yakisoba porque ela é italiana

s39

kalzone, pizza, espaguete, hamburger,

lazanha

s40 pizza porque ela mora num país diferente

s41 eles comem muita massa sushi, sashimi porque na italia tem uma lingua diferente

s42

a capital é roma, as cores da bandeira são branco, verde e

vermelho sushi, sashimi, cobra, barata, rato porque na italia o idioma é italiano

s43 tem jogadores bem famosos sushi porque ela é italiana e fala italiano

s44 a comida preferida é massa sushi, sashimi, cobra, rato, escorpião porque a língua na italia é diferente do brasil

s45 jogadores Giardino, Toti sushi porque ela nasceu e mora na italia.

s46 fabrica vinhos fanulosos sushi, macarronada porque ela é de um pais diferente

s47 fala italiano sushi porque ela é italiana

s48 é um país que come massas sushi, sashimi porque ela vem de um pais com outro idioma

s49 Ronaldo, kaka são jogadores do brasil que jogam lá porque ela fala outra língua

s50 Adoram pizza lá! sushi, sashimi porque ela mora na italia

s51 eles comem pizza sushi, sashimi, yakissoba porque ela é italiana (estrangeira

s52 eles falam alto e são bem amigos sushi, pizza porque ela é da italia

s53 macarronada, sushi

s54 a capital é roma, pizza, calzone, sushi, espaguete porque ela é estrangeira

s55 eles comem massas e falam italiano pizza, macarrão, nachos porque ela nasceu na italia

s56 sushi, pizza, macarronada porque ela não é brasileira

s57 ganhou a última copa do mundo pizza, sushi, sashimi, yakissoba porque ela é de outro país

s58 eles comem pizza e macarronada pizza, macarronada, sushi e sashimi porque ela é estrangeira

s59 a capital é roma

pizza, hamburger, macarronada,

nuggets, lazanha, porque ela é de outro pais

s60 fica na europa, pizza, hamburger, macarronada, nachos porque na italia se fala italiano

s61 a comida tipica é massa,

s62 a língua italiana pizza, croissant porue ela fala italiano

s63 falam outra língua e comem coisas diferentes hamburger, pizza

s64 que falam italiano nachos

s65 que falam italiano fungui, sushi, pizza, macarrão porque ela nasceu num pais diferente

s66 a comida é massa porque ela mora na italia

s67 tem comidas gostosas e diferentes fungui

s68 a capital é roma pizza, espaguete, kibe, tortillha

s69 ganhou a última copa do mundo eles falam diferente.

UNKNOWN WORDS

Q1 Q2 Q3 Q4

s1 ricos compar ovos bolga então voltaram para sua hols

s2 irmãos para comprar ovos uma bola eles foram embora

s3 ricos para comprar ovos abelha eles voltaram para casa mas sem os ovos

s4 amigos para comprar ovos abelha pedrinho ficou com medo da abelha

s5 ricos porque a mãe deles pediu pulga o pedrinho ficou com medo da pulga, jogou os ovos para cima e correu

s6 irmãos para comprar ovos pulga voltaram para casa sem os ovos

s7 irmãos para comprar ovos pulga voltaram para casa sem os ovos

s8 irmãos para comprar ovos pulga/abelha pedrinho jogou os ovos no chão e foi correndo pra casa

s9 irmãos para comprar ovos abelha pedrinho fugiu derrubando os ovos

s10 irmãos para comprar ovos mosquito eles voltaram para casa mas sem os ovos

s11 irmãos porque a mãe deles pediu cobra voltaram para casa sem os ovos

s12 irmãos para comprar ovos abelha pedrinho ficou com medo e voltaram para casa sem os ovos

s13 irmãos para comprar ovos abelha voltaram para casa sem os ovos

s14 irmãos para comprar ovos abelha pedrinho jogou os ovos para cima

s15 irmãos para comprar ovos zangão não compraram os ovos

s16 irmãos porque a mãe deles pediu cobra voltaram para casa sem os ovos

s17 irmãos porque a mãe deles pediu marimbondo pedrinho ficou com medo e jogou os ovos para cima

s18 irmãos para comprar ovos abelha pedrinho ficou com medo e jogou os ovos para cima

s19 irmãos porque a mãe deles pediu cobra eles voltaram para casa mas sem os ovos

s20 irmãos para comprar ovos abelha não compraram os ovos

s21 irmãos para comprar ovos abelha não compraram os ovos

s22 irmãos para comprar ovos galinha foram embora para casa

s23 irmãos foram no galinheiro pulga pedrinho ficou com medo e jogou os ovos para cima

s24 irmãos para comprar ovos abelha pedrinho ficou com medo e jogou os ovos para cima

s25 irmãos para comprar ovos galinha pedrinho jogou os ovos para cima

s26 irmãos para comprar ovos galinha eles voltaram para casa mas sem os ovos

s27 irmãos para comprar ovos passarinho eles voltaram para casa mas sem os ovos

s28 irmãos para comprar ovos galinha eles voltaram, atrás

s29 irmãos porque a mãe deles pediu cobra eles voltaram para casa mas sem os ovos

s30 irmãos para comprar ovos abelha jogaram os ovos para cima e sairam correndo

s31 irmãos porque a mãe deles pediu abelha jogaram os ovos para cima e sairam correndo

s32 irmãos para comprar ovos galinha eles voltaram para casa mas sem os ovos

s33 irmãos para comprar ovos galinha eles voltaram para casa mas sem os ovos

s34 irmãos para comprar ovos galinha eles foram atacados por galinhas piradas

s35 irmãos para comprar ovos passarinho voltaram para casa sem os ovos

s36 irmãos porque a mãe deles pediu pulga o pedrinho jogou os ovos para cima e voltaram para casa sem os ovos

s37 irmãos para comprar ovos pulga eles voltaram para casa mas sem os ovos

s38 irmãos para comprar ovos abelha eles voltaram para casa mas sem os ovos

s39 pobres para comprar ovos mosquito eles fugiram

s40 personagens para comprar ovos galinha eles foram atacados por galinhas piradas

s41 ricos para comprar ovos abelha voltaram para casa sem os ovos

s42 ricos para comprar ovos abelha pedrinho ficou sem os ovos que comprou

s43 ricos para comprar ovos abelha voltaram para casa sem os ovos

s44 irmãos para comprar ovos bolga voltaram para casa sem os ovos

s45 irmãos para comprar ovos bolga voltaram para casa sem os ovos

s46 ircos porque a mãe deles pediu bolga voltaram para sua hols sem os ovos

s47 irmãos para comprar ovos bolga não levaram ovos para sua mãe

s48 ircos porque a mãe deles pediu bolga voltaram para sua hols sem os ovos

s49 ircos para comprar ovos bolga voltaram para casa

s50 ircos comfoi ovos bolga voltou para sua hols

s51 ricos para comprar ovos abelha voltaram para casa sem os ovos

s52 ircos para comprar ovos galinha foram embora para casa

s53 personagens para comprar ovos bolga voltaram para sua hols sem os ovos

s54 personagens para comprar ovos inseto voltaram para casa

s55 personagens para comprar ovos bolga voltaram para casa sem os ovos

s56 personagens para comprar ovos abelha eles voltaram para casa mas sem os ovos

s57 irmãos para comprar ovos galinha voltaram para casa sem os ovos

s58 irmãos para comprar ovos galinha voltaram para casa sem os ovos

s59 personagens para comprar ovos abelha eles voltaram para casa mas sem os ovos

s60 irmãos porque a mãe deles pediu pulga os ovos quebraram

s61 ricos para comprar ovos pulga eles voltaram sem os ovos

s62 ricos pulga o pedrinho levou ela para o hospital

s63 ircos para confoi ovos bolga pedrinho teve medo da bolga e gordou os ovos

s64 crianças para comprar ovos bolga eles voltaram para casa mas sem os ovos

s65 ircos para comprar ovos bolga eles voltaram sem os ovos

s66 ircos paracomprar ovos bolga eles voltaram sem os ovos

s67 irmãos para comprar ovos abelha voltaram sem os ovos que a mãe pediu

s68 irmãos porque a mãe deles pediu abelha pedrinho quebrou os ovos

s69 irmãos para comprar ovos abelha eles voltaram sem os ovos

COOKING DETECTIVE

English German Italian Slovene Fruit Tea Salad Rice Steak Potatoe

G1 101134 4423

G2 423334 4423

G3 544233 5323

G4 624334 4423

G5 452334 5333

G6 122123 3122

G7 632234 5534

G8 624343 5314

G9 312233 5334

G10 542243 5544

G11 313131 4224

G12 633135 5533

G13 452335 5534

G14 643234 5524

G15 303134 5224

Total 63 38 40 30 46 54 69 54 36 52

Chances 90 90 90 90 75 75 75 75 75 75

% 70% 40% 44% 33% 61% 72% 92% 73% 48% 69%

Total Chances % Total Chances %

English 63 90 70% Fruit 46 75

German 36 90 40% Tea 54 75

Italian 40 90 44% Salad 69 75

Slovene 30 90 33% Rice 54 75

Total 47% Steak 36 75

Potatoe 52 75

Total 69%

HARRY POTTER

Italian English German Spanish French Greek Title 1 Title 2 Title 3 Title 4 Title 5 Title 6

s1 1 111 01 11111

s2 0 110101 11111

s3 0 111 01 11111

s4 0 111001 11111

s5 111101 11111

s6 1 111101 11111

s7 0 111101 11111

s8 1 111001 11110

s9 0 110101 11111

s10 0 110101 11111

s11 0 111001 11111

s12 0 111001 11111

s13 0 1 1 0 0 1 1 1 1 1 1

s14 0 110001 11111

s15 0 111101 11111

s16 0 1101 1 11111

s17 0 1 1 1 0 1 1 1 1 1 1

s18 0 111001 11111

s19 0 111001 11111

s20 1 101101 11111

s21 0 111001 11111

s22 0 100001 11111

s23 0 1 0 0 1 1 1 1 1 1

s24 0 1100 1 1010

s25 0 1010 1 1111

s26 0 001101 11110

s27 0 1 1 1 1 1 1

s28 0 101001 11110

s29 0 1101 1 11111

s30 0 1 0 0 0 1 1 1 1 1 1

s31 0 1 1 1 0 1 1 1 1 1 1

s32 0 1 1 1 0 1 1 1 1 1 1

s33 0 1 1 0 0 1 1 1 1 1 1

s34 111101 11111

s35 0 111101 11110

s36 0 101101 11111

s37 0 110001 11111

s38 0 1101 1 11110

s39 0 1101 1 1111

s40 0 100001 1111

s41 0 010001 11111

s42 0 1 1 1 1 1 1

s43 0 100001 1111

s44 0 1001 1 1111

s45 0 110001 11111

s46 0 110101 11111

s47 0 110101 11111

s48 0 110001 11111

s49 0 111001 11111

s50 0 101001 1111

s51 0 111101 11111

s52 0 1111 1 11111

s53 0 111101 11111

s54 0 100001 11110

s55 0 111001 10111

s56 0 111001 111

s57 0 010001 1111

s58 1111 1 11111

s59 0 1 0 0 0 1 1 1 1 1 1

s60 0 1 1 1 1 1 1 1 1

s61 0 100001 11111

s62 0 000001 11111

s63 0 1 1 1 0 1 1 1 1 1 1

s64 1 1 1 1 1 1 1 1 1 1

s65 0 1001 1 11111

s66 1 101001 11111

s67 1 111101 11111

s68 0 100001 11111

s69 1 101101 11111

total: 8 63 47 38 27 0 69 69 67 69 67 51

% 12% 91% 68% 55% 39% 0% 100% 100% 99% 100% 99% 74%

WHAT LANGUAGE IS THAT?

Language

recognition: Reason:

German English Portuguese French Italian Spanish German English Portuguese French Italian Spanish

s1 1 0 1 0 0 0 Parece português

s2 0 0 1 1 0 0

Porque

eu falo

essa

língua

s3 0 1 1 1 0 1 Porque eu falo essa língua

s4 1 1 1 0 0 W

*escreveu 'brasileiro',

explicou: porque tá em

português

s5 1 1 1 0 0 0 W

*escreveu 'brasileiro',

explicou: porque tá em

português

s6 0 1 0 1 0

s7 1 1 1 0 1 1 ü that porque eu entendo o texto y

s8 1 1 1 1 1 1 ü porque eu entendo o texto

s9 1 1 1 1 0 1 ü

s10 1 1 1 0 0 1 sch/k

porque eu

entendo um

pouco

porque eu entendo o texto

s11 1 0 1 0 1 1 Porque eu falo essa língua

s12 1 1 1 0 0 1 porque eu moro no Brasil conheço um pouco

s13 1 1 1 0 0 1 Porque eu falo essa língua

s14 1 1 1 1 0 1 porque eu entendo o texto

s15 1 0 1 0 0 0 porque é a minha língua

s16 0 0 1 0 0 0

s17 1 1 1 1 1 ü year Porque eu falo essa língua

parecido com

português

s18 1 1 1 1 1 1 ü the porque eu entendo o texto ñ

s19 1 1 1 1 1 1 ü the Porque eu falo essa língua ñ

s20 0 1 1 0 0 1 the porque eu entendo o texto ñ

s21 0 1 1 1 0 1 the porque eu entendo o texto ñ

s22 0 1 1 1 0 1 Porque eu falo essa língua

parecido com

português

s23 1 1 0 0 1

s24 1 1 1 0 1 the/year/and/of porque eu falo essa língua

s25 0 1 1 0 0 1 year porque eu falo essa língua já estudei

s26 1 1 1 0 0 0 the/year/and/of

portugues de portugal,

escrita quase igual a nossa

s27 0 1 1 1 0 porque eu falo essa língua

s28 0 1 1 0 0 0 jogos porque eu falo essa língua

s29 0 1 1 0 0 1 porque entendo castelhano

s30 1 1 1 1 porque parece

s31 1 1 1 1 1 1 porque entendo

s32 1 1 1 1 1 1

s33 1 1 0 0 0 0

s34 1 0 1 0 0 1 porque entendo

s35 1 1 1 0 0 porque entendo

s36 0 0 1 0 0 porque entendo

s37 1 1 1 0 0 1 porque é a nossa língua

s38 1 1 1 0 1 1 porque eu falo essa língua

s39 1 1 1 1 1 porque é a nossa língua

s40 0 1 1 1 1 1 porque eu falo

s41 0 0 1 0 0 1 porque eu falo essa língua esquizito

s42 0 1 1 0 1 1 porque eu falo essa língua

s43 0 1 0 1 1 é minha língua

s44 1 1 1 1 1 é a nossa língua

s45 0 1 1 1 1 1 porque eu falo essa língua

s46 0 1 1 0 0 1 porque eu falo essa língua castelhano

s47 1 1 1 0 0 1 ü porque é a nossa língua ñ

s48 1 1 1 1 1 1 ü porque eu falo essa língua

parece

portugues

s49 1 1 1 1 1 1 porque eu entendo ñ

s50 0 1 1 0 0 1

s51 1 1 1 0 1 1 porque eu conheço ñ

s52 1 1 1 1 1 1 é nossa língua ñ

s53 1 1 1 1 1 1 ü porque eu falo acentos ñ

s54 1 1 1 1 1 1 ñ

s55 0 1 1 0 0 1 porque entendo ñ

s56 0 1 1 1 0 1 sou brasileira ñ

s57 1 1 1 1 1 1 ñ

s58 0 1 1 0 1 1 ñ

s59 0 0 1 0 0 1

portugues de portugual,

muito parecido com nossa

língua

s60 0 0 1 1 0 1 é a nossa língua

s61 1 1 1 1 1 1 é a nossa língua acento ñ

s62 1 1 1 1 1 1 ü the siamo

s63 1 1 1 1 1 1 ü the siamo

s64 1 0 1 1 1 1 ü

s65 0 1 1 1 1 1 esquizito zz ñ

s66 0 0 1 0 0 0 porque é a nossa língua

s67 0 1 1 1 porque conheço el

s68 1 1 1 1 the/of sei ler

s69 1 1 1 1 ü the el/y

total 40 56 68 31 31 56

% 58% 81% 100% 45% 45% 81%

DAYS OF THE WEEK

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8

s1 spanish/french spanish dia english g s Saturday

s2 spanish/french spanish dia english g s Saturday

s3 spanish/italian spanish dia english tag es Saturday

s4 spanish/french/italian spanish dia english começam com a mesma letra g s Saturday

s5 spanish/french/italian spanish feira english ag es Saturday

s6 feira começam com a mesma letra g s

s7 portuguese/spanish spanish feira french começam com a mesma letra ag es Saturday

s8 portuguese/spanish spanish tag es Saturday

s9 portuguese/spanish spanish dia french terminam em di tag es Saturday

s10 portuguese/spanish spanish dia italian terminam em di tag es Saturday

s11 french/italian spanish dia

french and

italian terminam em di es Saturday

s12 english/italian spanish dia

french and

italian começam com a mesma letra tag es Saturday

s13 spanish/italian spanish feira italian tag es Saturday

s14 portuguese/spanish/italian spanish

dia ou

feira italian começam com a mesma letra tag es Saturday

s15 portuguese/spanish/italian spanish

dia ou

feira italian começam com a mesma letra tag es Saturday

s16 portuguese/spanish spanish dia english começam com a mesma letra tag es Saturday

s17 portuguese/spanish feira english terminam em di es Saturday

100

s18 spanish/italian spanish feira english terminam em di es Tuesday

s19 portuguese/spanish spanish dia english terminam em di tag es Monday

s20 portuguese/spanish spanish feira english terminam em di tag es Sunday

s21 french/italian spanish feira english tag es Saturday

s22 spanish/italian spanish semana english g s Monday

s23 spanish/italian dia english tag es Saturday

s24 portuguese/spanish spanish feira english tag es Monday

s25 portuguese/spanish spanish dia english ag es Saturday

s26 portuguese/spanish feira english g s

s27 spanish/french/italian spanish dia english começam com a mesma letra tag les/nes Saturday

s28 spanish/french/italian spanish dia english começam com a mesma letra g s Sunday

s29 spanish/italian spanish dia english tag es Wednesday

s30 spanish dia english começam com a mesma letra tag es Saturday

s31 spanish/italian spanish feira english terminam em di g s Sunday

s32 portuguese/spanish spanish dia english terminam em di tag es Sunday

s33 portuguese/spanish spanish feira english tag

s34 spanish/french/italian spanish dia english começam com a mesma letra g s Saturday

s35 portuguese/spanish spanish dia english começam com a mesma letra tag es Saturday

s36 English/german spanish feira english g es Saturday

s37 spanish dia english terminam em di tag es Saturday

s38 spanish/french spanish dia english começam com a mesma letra g es Monday

s39 portuguese/spanish/italian spanish feira english começam com a mesma letra tag es Saturday

s40 spanish/french/italian spanish

dia ou

feira english começam com a mesma letra ag es Saturday

s41 spanish/french/italian spanish dia english

começam e terminam com a mesma

letra tag es Saturday

s42 portuguese/spanish/french english dia english começam com a mesma letra s Saturday

s43 portuguese/german/italian/french spanish

dia ou

feira english ag es

s44 english/spanish spanish feira english começam com a mesma letra s Saturday

s45 portuguese/spanish spanish feira english terminam em di tag es Saturday

s46 spanish feira english começam com a mesma letra g s Saturday

101

s47 portuguese/spanish spanish feira english g s

s48 portuguese/spanish french feira english ag es Wednesday

s49 portuguese/spanish/french spanish feira english

começam e terminam com a mesma

letra tag es Saturday

s50 spanish/italian spanish feira english terminam em di tag es Wednesday

s51 spanish/italian italian/spanish feira english g s Saturday

s52 English/german spanish dia english g s Saturday

s53 spanish/italian italian/spanish feira english terminam em di g s Saturday

s54 french/italian spanish dia english terminam em di tag es Sunday/Saturday

s55 portuguese/spanish/french spanish feira english começam com a mesma letra g s Saturday

s56 spanish/french spanish feira english começam com a mesma letra tag es Saturday

s57 portuguese/spanish italian/french english terminam em di g es Saturday

s58 portuguese/spanish spanish feira english tag es Saturday

s59 french/italian spanish dia english tag es Saturday

s60 spanish/french/italian spanish dia english g s Saturday

s61 portuguese/spanish spanish dia english s Saturday

s62 portuguese/spanish spanish dia english começam com a mesma letra g s Saturday

s63 spanish/french spanish dia english ag es Saturday

s64 spanish/french spanish feira english ag es Saturday

s65 portuguese/spanish spanish dia english g s Sunday

s66 portuguese/spanish spanish dia english g s Sunday

s67 spanish/italian spanish feira english tag s

s68 portuguese/spanish spanish dia english

começam e terminam com a mesma

letra es Saturday

s69 portuguese/spanish/italian spanish feira italian começam com a mesma letra tag es Saturday

102

HAPPY FAMILIES

Spanish Italian French English German Mother Father Sister Brother Grandmother Grandfather

s1 4 45555555 5 5

s2 5 54545555 5 5

s3 5 55555555 5 5

s4 5 55555555 5 5

s5 5 54435444 5 5

s6 3 42111222 3 2

s7 4 33233322 3 2

s8 4 01213342 3 2

s9 5 44234433 2 1

s10 2 22225223 3 1

s11 5 44334433 4 3

s12 3 24335433 4 3

s13 5 43323323 5 3

s14 3 24335532 4 3

s15 3 43333132 4 3

s16 5 44234444 3 2

s17 5 23124433 3 2

s18 3 34423323 4 2

s19 5 43144323 2 2

s20 3 23313323 2 2

s21 5 55335434 3 3

s22 5 32314423 3 3

s23 3 22234423 3 3

s24 5 42224423 3 3

s25 1 54422233 4 3

s26 3 34545433 3 3

s27 5 53435454 3 3

s28 5 43334334 4 3

103

s29 5 41333334 3 3

s30 5 44334433 4 3

s31 5 44554444 5 5

s32 4 34535444 4 5

s33 5 44445434 5 5

s34 5 43235432 4 4

s35 3 24434332 4 4

s36 3 24335332 4 4

s37 3 34335332 4 4

s38 2 43333324 5 4

s39 5 54434433 5 4

s40 3 35555544 4 4

s41 3 53235544 5 4

s42 5 44334444 4 4

s43 5 44334444 4 4

s44 3 53235533 4 4

s45 3 55235533 4 4

s46 5 35435533 4 4

s47 5 44224323 4 4

s48 5 42433423 5 4

s49 1 03435523 5 4

s50 1 04535543 4 4

s51 5 44224333 5 4

s52 5 55335433 4 4

s53 5 44225433 5 4

s54 5 21212323 4 2

s55 5 22223422 3 2

s56 3 44323232 3 2

s57 5 43222222 4 2

s58 5 55555555 5 5

s59 5 55555555 4 4

s60 5 44444534 4 4

104

s61 4 44443233 5 5

s62 5 55445533 5 5

s63 5 55555544 5 5

s64 5 55554544 5 5

s65 5 44555544 5 5

s66 5 44555544 5 5

s67 4 35555544 5 5

s68 5 55555544 5 5

s69 5 55555544 5 5

Total: 289 254 255 233 220 289 269 221 229 280 249

84% 74% 74% 68% 64% 84% 78% 64% 66% 81% 72%

THE SOUND OF MUSIC

título 1 título 2 titulo 3 Reason

s1 Engula, engula Se você quer ser casado Você voa como um gavião foi as palavras que eu entendi, mais ou menos

s2 Alegria esquizito legal

s3 Gato pardo gavião porque consegui identificar essas palavras

s4 veri veri aleia pebe ci u le pu porque era isso que eles falavam, ai botei isso

s5 guli guli o violino galu porque falava muito essas palavras

s6 os italianos se a ca ciu le pu chutei

s7 iama iama ialecu ialecu cialecam eu botei aquilo que eles estavam mais falando

s8 la piece puebre gato uma doz é o que mais repetia eu botei o título de cada uma

s9 pizza a caça animais porque isso que a musica fala

s10 la espanha la moelga la gautinho

s11 violino galinho porque foi a única coisa que eu entendi

s12 furi guri se arroto solidom marrom porque falava bastante isso

s13 iami caçado iendois chutei

s14 iama iama aie alecu cança porque é bem parecido e reconheci algumas partes

s15 iabo iabo hatinhos porque tava no refrão, coisa esquisita... (risos)

105

s16 tuzaiado resezitado porque eles ficaram dizendo isso

s17 tu saia du areia legum siu lequeu porque é parecido com a música

s18 festa alemã romance italiano musica de alegre

porque tá na língua alemão, a dois porque tá no texto,

amúsica três porque tá

no texto.

s19 musica caipira musica piana musica estranha

s20 circo senhor dos gatos fazenda

porque parece música de circo, a outra fala senhor e

fala de gatos, e a última

fala de fazenda, eu acho

s21 musica de circo

musica de dança de

egipcio musica de natal porque eu acho que é

s22 gule gule gule gula

a gata branca e o gato

pardo come o galinhão

s23 coli coli coli cola o gato pardo o gavião porque ouvi ela dizer isso

s24 festa da luz de vela romance espanhol dança do gaviao

s25 culi culi culi cola aleia lecu gaviao

porque essas palavras foi repetida várias vezes, ai eu

achei que essa palavra

podia ser o texto

s26 o circo estrangeiro o gato dairion

a primeira porque o ritmo parece circo, a segunda fala

do gatito, a três porque

eu acho, fala galinha,

mas acho que é isso.

s27 ao natal

s28 macarronada opereta flor de legume

s29 guri guri guri estanio senhor come gavion porque aparecia essa parte na música

s30 passarinhos no lago noticia do gato marcha do galinho porque foi o que eu entendi

s31 guli guli guli gula pobre gato sonho com o gavião porque foi o que eu entendi e acho que é

s32 gato pardo gareon

s33 guli guli guli gula Gato pardo um e dois um e dois porque eu entendi

s34 o grande festival el gato o gabião

parece uma festa antiga, e as outras porque parece

que tá falando

s35 a pizza as castanholas o brinquedo

s36

olico rico e o lico

raco o gato o gavião

poruqe eu gostei, e acho que é isso, acho que eles

falaram bastante

106

s37 a espanha estilo mexicano alegria

porque fala da espanha, a outra parece mexicano e a

outra parece ser legal

s38 festa italiana senhor gato voa gavion

tava tudo bem animado, eu gostei da música dois.

Tava todo mundo

cantando bem alegre

s39 dela italiu o gato gavião porque fala bastante isso

s40

subindo a montanha

guli gula o gato caçando o rato um em danço dois em donça

s41 funiculi fanicula gato morto um e dois galinhos

s42 italiana por natureza a musica mechicana a felicidade

porque achei que a música significava bem isso, a

terceira era bem

parecida com alemão

s43 nossa italia bailando aleiepum cantando alegremente

eu conheço essa música e sei que é italiana, e a dois

porque ela fala isso e a

3 porque é alegre

s44 massa italiano bailando a melodia do natal

a primeira porque já escutei essa música em

restaurante italiano, o

título dois parece dança

clássica e a última tem

melodia de canção de

Natal.

s45 massa italiano bailando a melodia do natal chutei

s46 guli gula alearripur sulasula gavion porque o refrão da música

s47 cante conosco bailando conosco alegrando sua festa

s48 a montanha a ressureição do gato a música escolhi porque é mais parecido com essas música

s49 culi culi culi cola aleislacum suelossomcaninhom do refrão da música

s50 culi culi culi cola aleialigum sulepongalinhon porque ele fala muito no refrão

s51 lus curia de roma o homem e seu gato o patinho feio

porque parece italiana, a dois porque aprece e a três

porque eu acho que é

s52

o coral desafinado

da italia chegou o gato e o rato dançando dançando feliz

na primeira eu coloquei porque já vi um italiano

cantando essa música,

e as outras não sei

s53 guli guli guli gula ale ale pum su le pon gavinhom porque uma parte repete essas palavras

s54 cole cula aluam lepum dori unidoce porque tinha a ver com a musica

107

s55 a montanha os gatos os gatinhos porque tinha na música

s56 circo animado pescando unidaze

s57 guri gula guri gula aleia leigu aleia leigu gavião porque fala sobre isso

s58 a italia os gatos a banda

eu já conheço essa música e sei que é italiana, e as

outras foi a única coisa que eu entendi claro

s59 curi curi cula o gato o gavion porque fala muito essas palavras e eu acho

s60 aguarda iamba sacura e suquelove file mignon porque achei que tava falando disso

s61 loucura o homem na igreja o patinho feio

s62 culinaria musical ratito e o gato uni doso son

a primeira porque parece que estão fazendo comida,

as outras foi o que eu entendi. Foi só isso

s63 a musica engraçada a leia lerum a criançada

s64 cali cola aleia le pu oni dose porque fala sempre sobre isso

s65 alegria espanhola as alegrias alemãs as coisas inglesas

a última parece que tava um continuando o que o

outro falava e parece das línguas

s66 espanha lutar pelo que é teu que es tu

s67 coli cola ala dancita une dune gavion

porque tá no refrão da música, a segunda o cara tava

cantando issso, e a três porque, porque (risos)

s68 familia feliz a mulher solteira esperanças

s69 guli guli gula gato gavião porque eu acho que combina com as músicas

Italian Spanish French título 1 título 2 título 3

s1 0 0 1 1 1 1

s2 1 1 0 1 1 1

s3 0 0 0 1 1 1

s4 0 0 0 1 1 1

s5 1 1 0 1 0 0

s6 0 0 0 0 0 0

s7 0 0 0 1 1 1

s8 0 0 0 1 0 0

s9 1 1 1 1 1 0

s10 1 1 0 0 0 1

108

s11 0 0 0 1 1 0

s12 1 1 1 1 1 1

s13 0 1 0 0 0 0

s14 0 0 0 1 1 1

s15 1 1 0 0 0 0

s16 0 0 1 0 0 0

s17 0 0 0 1 1 1

s18 0 0 0 1 1 1

s19 1 1 1 0 0 0

s20 1 1 1 0 1 0

s21 1 1 0 0 0 0

s22 0 0 1 1 0 0

s23 0 0 0 1 1 1

s24 0 1 0 0 0 0

s25 1 1 0 1 1 0

s26 0 0 0 1 1 1

s27 0 0 0 1 1 1

s28 0 0 0 0 1 0

s29 1 1 0 0 0 0

s30 0 0 1 1 1 1

s31 0 0 1 1 0 1

s32 0 0 0 1 1 1

s33 1 1 0 0 0 1

s34 0 0 0 1 1 1

s35 0 0 0 1 0 1

s36 0 0 0 1 1 1

s37 1 1 0 1 1 1

s38 0 0 1 0 0 0

s39 1 1 0 1 1 1

s40 0 0 0 1 1 1

s41 1 1 0 1 1 1

s42 0 0 0 1 1 1

109

s43 0 0 0 1 1 1

s44 0 0 0 0 0 0

s45 0 0 0 1 1

s46 0 0 0 1 1 1

s47 1 1 0 0 0 0

s48 0 0 0 1 1 1

s49 1 1 1 0 0 0

s50 0 0 1 1 1 1

s51 1 1 0 0 0 1

s52 0 0 0 1 1 1

s53 0 0 0 0 1 0

s54 1 1 0 1 0 1

s55 0 0 0 1 0 0

s56 1 1 0 1 1 1

s57 0 0 0 1 1 1

s58 1 1 0 1 1 1

s59 0 0 0 1 1 1

s60 1 1 1 1 1 0

s61 1 1 1 0 1 0

s62 0 0 0 1 1 1

s63 1 1 0 1 1 1

s64 0 0 0 1 1 1

s65 0 0 1 1 1 1

s66 1 1 0 1 1 0

s67 0 0 0 1 1 1

s68 1 1 1 1 1 1

s69 1 1 0 1 1 1

total 27 29 16 50 47 43

% 39% 42% 22% 32% tried to create 68% repeated

1= correct 1= repeated the word they head

0= incorrect 0= tried to create something

110

THE SOUND OF WORDS

Oral: Written:

Italian French English Spanish Italian French English Spanish

s1 0 10010 0 0

s2 1 01000 0 1

s3 0 00101 0 1

s4 1 11111 1 1

s5 0 01000 0 0

s6 0 00000 1 1

s7 0 01000 1 1

s8 0 01000 0 1

s9 0 00100 1 1

s10 0 00110 0 0

s11 1 00101 0 1

s12 0 10000 1 1

s13 1 11111 1 1

s14 0 01000 0 1

s15 0 10101 0 0

s16 0 01000 0 1

s17 0 00000 1 1

111

APPENDIX E – STUDENTS’ OPINIONS ABOUT THE PROJECT

“Eu achei que foi muito legal, apesar do desafio, conseguimos completar as

tarefas.”

“Eu gostei, pois nos ajudou a entender mais sobre as línguas, a atividade que

mais gostei foi de trabalhar em grupo, pois tivemos tempo de discutir nossas dúvidas.”

“Gostei porque é um modo divertido de aprender sobre as línguas sem as aulas

chatas.”

“Eu gostei porque aprendi muito outras línguas, mas cada vez foi ficando mais

difícil. E mais legal.”

“Legal, a gente falou de línguas que eu nem sabia como era!”

“[as atividades] foram boas, porque eu vi que todos podemos aprender línguas

novas. E também porque podemos falar com outras pessoas em outras línguas.”

“Amei, foi muito legal porque eu aprendi muito mais sobre todas as línguas e

agora vou prosseguir adiante e aprender muito mais!”

“Eu achei legal porque é brincando que se aprende.”

“Foi difícil porque só sabíamos a língua Portuguesa. Chutamos a maioria, pois

temos pouco aprendizado nessas línguas. Mas foi divertido e interessante, pois podemos

ver as palavras das línguas Portuguesa, Inglês, Alemão, Italiano e Esloveno.”

“Muito legal, aprendi várias coisas novas.”

“Achei ótima, adorei, muito legal.”

“Gostei, pois aprendi um pouco sobre as línguas.”

“Eu achei muito legais e divertidas.”

“Eu achei legal, bem legais por que os alunos eu acho que aprenderam um

pouco. A atividade que mais gostei foi a do Harry Potter.”

“Interessante, porque aprendemos novas palavras.”

112

“Eu achei muito legal o preparamento de línguas estrangeiras.”

“Não gostei pois sou muito burra e errei tudo.”

“Eu achei as aulas de línguas estrangeiras bem legal, interessantes e divertido.”

“Eu achei legal porque a gente está aprendendo outras línguas.”

“Eu achei bem legais as aulas mas muito difíceis.”

“Uma porcaria, e um pouco divertido.”

“Eu gostei porque aprendi muito outras línguas. Cada vez foi ficando mais

difícil.”

“Gostei, porque aprendi tudo o que sei sobre línguas estrangeiras.”

“Achei muito legal todas as atividades executadas porque foram muito legais e

me ajudaram saber de coisas novas sobre línguas estrangeiras. Algumas foram bem

fáceis e outras regulares.”

“Achei legal, porque aprendi coisas diferentes sobre línguas estrangeiras.”

“Muito difíceis, porque ela tinha línguas difíceis.”

“Eu achei as atividades muito legais, porque tinha em grupo, colagem e outras e

gosto disso. E achei também muito fáceis.”

“Muito boas, eu to aprendendo muito com elas.”

“Eu adorei o laboratório de línguas, esse trabalho que fizemos foi o mais fácil.”

“Eu achei muito legal e um pouco fácil e um pouco mais difícil do que fácil:

55% difícil, 45% fácil. Mas eu achei bem legal, bem divertida, porque eu até conheço

um pouco de Francês.”

“Gostei porque é um modo divertido de aprender outras línguas estrangeiras e

também é uma boa maneira de ver o que o aluno sabe sobre línguas estrangeiras.”

113

“Eu achei interessante porque estamos aprendendo algumas coisas como as

palavras em cada língua e fazendo várias atividades, eu achei um pouco fácil e um

pouco difícil.”

“Eu achei as aulas de línguas estrangeiras muito fáceis e legais.”

“Achei as atividades legais, foram bastante completas. A atividade onde tinha a

língua ‘Esloveno’ foi mais complicada.”

“Eu achei muito diferente e divertida. Com muitas atividades, música, atividades

fácil e difícil. O laboratório é muito confortável, legal porque é sempre em dupla.”

“Achei muito legal, acho que acertei tudo.”

“Eu achei que elas são meio estranhas porque eu nem sei direito as línguas das

perguntas. Por exemplo: francês, alemão, esloveno, entre outras línguas.”

“Eu achei as aulas de línguas estrangeiras valeu muito a pena porque fizemos

bastante atividades de várias línguas.”

114

APPENDIX F – Answers to the questionnaire

Q1 Q2 Q3 Q4 Q5 Q6

s1 11 Florianópolis Florianópolis

Português, Inglês, Alemão, Italiano,

Espanhol Português

s2 11 Florianópolis

A minha mãe em Florianópolis

e meu pai em Recife

Brasileiro, Espanhol e Inglês não sei o que é

s3 10 Florianópolis Florianópolis

meu tataravô nasceu na

Alemanha Português Português

s4 11 Florianópolis

meu pai em SP, minha mãe

em Viçosa

acho que sim, porque

sou descendente de

italianos

Romano, Italiano, português, inglês,

francês, alemão, chinês, japonês,

espanhol e hebraico Português

s5 10

Jaraguá do

Sul Rio de Janeiro Inglês, francês, espanhol e alemão Português

s6 12 Florianópolis Florianópolis não português, inglês, espanhol, francês Português

s7 11 SP SP sim, bisavô na itália italiano, francês, espanhol e alemão Português e italiano

s8 12 Florianópolis Florianópolis sim, na Alemanha

Ingles, português, frances, alemão,

espanhol, chines português

s9 10

Inglês, alemão, espanhol, português,

francês

s10 11 SP SP

alemão, francês, português, inglês,

espanhol, japonês, chines Português

s11 10 São José pai em SP e mãe RS

meu tataravô nasceu na

Alemanha

inglês, espanhol, francês, alemão,

Italiano, chinês, japonês, australiano Português

s12 12 minha mãe em SP meus avós Italiano

Inglês, alemão, francês, chileno, japonês,

português, espanhol, chinês Português

s13 11 Florianópolis Florianópolis não

Inglês, Francês, alemão, Italiano, Russo,

Xinês, japonês, australiano Português

s14 11 Florianópolis Florianópolis não Português e Inglês Português

s15 11 Florianópolis Florianópolis não Português, espanhol, alemão, Inglês Não sei.

s16 10 São José Florianópolis não

Inglês, espanhol, alemão, chinês,

japonês, italiano, Francês português

s17 11 Florianópolis Florianópolis Inglês e espanhol Português

s18 11 Florianópolis Fortaleza Inglês, francês, alemão e espanhol Português

115

s19 10 Florianópolis Florianópolis sim na italia

português, francês, alemão, espanhol,

Inglês, russo, mandarim, árabe português

s20 10 Florianópolis meu pai no paraná não um pouco de Inglês e espanhol português

s21 10 Florianópolis Florianópolis não português, espanhol, Inglês português

s22 10 Florianópolis Florianópolis espanhol português

s23 10 SC Português Português

s24 10 São José Português, inglês, espanhol, alemão português

s25 10 RS RS Português e Inglês Português

s26 11 Florianópolis Florianópolis sim

Português, Français, Inglês, Español,

alemão

Português

s27 10 Florianópolis Florianópolis

inglês, frances, espanhol, alemão e

italiano portugues.

s28 13 Florianópolis Florianópolis português, espanhol, Inglês português

s29 12 Florianópolis Florianópolis não Inglês, espanhol, alemão e francês Português

s30 11 Joinvile Florianópolis não

Inglês, frances, espanhol, alemão e

portugues portugues

s31 12 Florianópolis Florianópolis

Espanhol, Inglês, Frances, italiano,

Portugues Portugues

s32 10 RJ RJ nenhuma portugueis

s33 11 Florianópolis Florianópolis sim fran, por, ale, ingle, ita, espa, japo portugues

s34 10 Florianópolis Florianópolis não Português Português

s35 11 Florianópolis Florianópolis sim Inglês e espanhol Português

s36 11 Florianópolis pai em RS bisavô veio da alemanha

Inglês, frances, alemão, espanhol,

italiana, romana, grega alemão

s37 11 São José

Inglês, portugues, espanhol, frances,

alemão

s38 11 Florianópolis Florianópolis Espanhol, francês português

s39 11 São José

Português, español, francês, inglês,

alemão Português

s40 11 Florianópolis

minha mãe em SP e meu pai

em Florianópolis Alemão, Francês, Inglês e Espanhol Português

s41 11 português Português

s42 10 Florianópolis não Espanhou, Inglês, Chines, Japones Português

s43 10 Florianópolis minha mãe aqui e meu pai no Ingl~es, espanhou, portugues e alemão português

116

parana

s44 10 RJ RJ e RS chines, ingles, frances, alemao, espanhol português

s45 12 RS

meu pai no paraguai e minha

mãe em Poa

minha bisavó era

portuguesa

ingles, espanhol, alemao, frances,

italiano, japones, chines português

s46 11 Florianópolis

Inglês, espanhol, italiano, alemão,

frances. portugues

s47 11 SP SP bisavo era italiano

Inglês, espanhol, alemão, italiano,

portugues, frances, xines portugues

s48 11 camburiú Florianópolis não Frances, alemao, espanhol

portugues da minha

mãe e um pouco de

alemão do meu pai

s49 10 Florianópolis Florianópolis não

alemao, frances, inguês, espanhou,

português português

s50 11 Florianópolis Florianópolis não

Português, inglês, espanhol, alemão,

frances e italiano

minha língua paterna é

português, a materna

eu não sei

s51 11 Florianópolis mãe: RS pai: Uruguay

sim, meus avós no

Uruguay

Português, ingles, espanhol, alemão,

frances, russo, italiano, japones, chines português

s52 11 Florianópolis Florianópolis Inglês, espanhol, alemão e frances Português

s53 11 Florianópolis Florianópolis não

Japonês, português, Inglês, alemão,

Espanhou, Franc~es, chines

s54 11 Florianópolis Florianópolis não

portugues, alemão, espanhol, japones,

chines, frances

s55 11 Florianópolis Florianópolis ingles, espanhol, frances e alemao portugues

s56 10 RS RS não

portugues, ingles, frances, italiano,

chines, japones não sei

s57 11 Florianópolis

ingles, chines, argentino, frances,

alemão, portugues e italiano portugues

s58 11 Florianópolis Florianópolis não portugues

s59 10 Florianópolis Florianópolis español portugues

s60 11 Florianópolis Florianópolis não

Alemão, Português, Inglês, Espanhol,

Italiano e chinês Português

s61 10 Florianópolis não sei não Português, espanhou, ingles português

s62 11 Florianópolis Florianópolis não portugues portugues

s63 11 Florianópolis Florianópolis não português português

117

s64 11 Florianópolis SP sim, no japão Português Português

s65 11 RS português português

s66 11 português português

s67 11 Florianópolis Florianópolis não português português

s68 11 São José Florianópolis não português, Inglês Português

s69 11 Florianópolis português português

Q7 Q8 Q9 Q10 Q11

Bem poucas

coisas em Inglês e

Espanhol Português

Com meus pais e minha família,

professores e amigos Com aulas de outras línguas

não

Brasileira, Alemão,

Espanhol, Inglês e

Francês

Com a minha mãe e a professora

da 1B Com esforço e dedicação

Português e espanhol

com a minha familia e meus

amigos

fazendo cursos e aulas

falo um pouco

Ingles, estou

aprendendo outras portugues, ingles e outras Com meus pais ouvindo, escrevendo, falando

português e ingles

na minha casa e na escola, com

a minha mãe

escutando muito atenciosamente as

professoras

não portugues com meus pais e professores Com aulas de outras línguas

não sim, com minhas amigas com minha mãe, minha tia...

estudando, fazendo intercâmbio, na

escola, é assim, eu acho

não eu acho que é portugues

na lingua do p, quando não

quero que ninguém entenda,

com meu irmão

com minha família, na minha

casa tendo aulas e viajando

portugues, espanhol,

ingles, frances, alemão sim, com a minha amiga com minha mãe

Português

quando era nenê falava o que

ouvia prestando atenção no prof.

um pouco de

Inglês e um pouco português com meus pais

escutando e com alguém me

ensinando

118

de espanhol

um pouco de

inglês. Português minha mãe estudando.

Inglês e um pouco

de francês

Português não em casa com a minha família

estudando, algumas pessoas

ouvindo

pouco de inglês Português não com minha mãe e parentes em escola de línguas esrangeiras

não Português não com meus pais na minha casa estudando

não Português não

em minha casa, com ninguém,

aprendi sozinho estudando

mais omeno o

espanhol

Português, Inglês e

espanhol no meu diário com a minha família.

no colégio, prestando muita

atenção e fazendo os exercícios

Inglês mais ou

menos Português

trocando letra por número com

meus amigos com a minha família. tendo aula.

Inglês Português coloca o p na frente das sílabas com minha família.

tendo aulas e indo para outros

países

Inglês e espanhol

Inglês, espanhol, alemão

e francês aprendi sozinho fazendo cursos.

não

português, espanhol,

Inglês, francês e alemão não com a minha família. com as professoras, nas escolas

não português, espanol, Inglês com a minha família. no colégio, estudando

não

Portugues, alemão, Inglês,

Francês

não com meus pais na escola, como a gente

não

Inglês, português, alemão,

xinês, francês não Com a minha mãe. na escola.

não português, espanhol. não com minha mãe e meu pai na escola, fazendo curso

Francês, Inglês,

espanhol e

alemão

português e ingles não com minha mãe e pai estudando

Inglês, frances,

espanhol, alemão

e italiano português não mãe e pai nas escolas

não portuques, ingles, alemao não com a minha família. estudando

não com a minha família e amigos estudando a língua desejada

não com minha família e amigos estudando a língua desejada

não portugues em casa com os pais em aula tendo vontade de aprender

119

não portugueis com minha mãe e pai no colégio

não português sim no computador meus pais como aprendi o português

Inglês, espanhol,

alemão e frances portugues, ingles, frances co minha mãe estudando

não

Alemão, espanhol, ingles,

frances com minha mãe

prestando atenção em tudo que a

professora fala

não português, alemão não comigo mesma

estudando, praticando, lendo livro

das línguas

ingles e espanhol

Portugues, alemão,

frances, espanhol, ingles

sim, com amiga nas aulas,

usando a mão

em casa em todos lugares

não Português Na escola treinando bastante na escola

ingles Português sim, com uma colega em casa

não

Com a minha mãe e com meu

pai

não Português No meu cotidiano

Inglês, espanhol. Português em casa e com a minha família

não

português, espanhou.,

ingleis com meus pais

não

Espahol, portugues,

argentino, ingles

sim, com minhas amigas, por

bilhetes

com minha mãe e minhas

professoras estudando e se dedicando

portugues e espanhol sim, na aula na escola e em casa com um professor

não portugues na escola com os professores

não

portugues, ingles, frances,

alemao, italiano sim, modifica o alfabeto

com meus pais e amigos e

professores

aprendendo a pronuncia e escrever

as palavras

não portugues

com minha mãe e professoras de

portugues com aulas.

não português pais e escola aula

não português não com meus parentes em casa

prestando atenção no que as

pessoas falam e fazendo as tarefas

que os professorespassam

não português não com a minha familia. ouvindo, treinando e estudando

sim, língua do P portugues com a minha mãe

com os professores de línguas

estrangeiras

não Portugues não em casa com a minha família em curso, ou escola

120

não portugues não em casa em cursos ou na escola

alemão, ingles,

espanhol e

frances

portugues não

com a minha família e professora

do pré entrando numa aula de línguas

frances, ingles,

espanhou e

alemão portugueis não uso com meus pais em casa aprendendo a escrever e falar

ingles e italiano

ingles, frances, italiano,

argentino, alemão não em florianópolis com o professor

não portugues com espanhou não com a minha familia na escola, fazendo cursinho

não

Português, español e

Inglês não

com a minha família,

principalmente com meus pais

no colégio. Acredito que

aprendemos línguas estudando.

não

Alemão, Português,

Inglês, Espanhol, Italiano. com minha mãe em casa tendo aula propia a isso

não portugues, ingles, alemão minha mãe estudando

não portugues, alemão não com meus pais em casa

estudando e falando com outras

pessoas

não portugues, alemão não com meus pais em casa

estudando e falando com outras

pessoas

não português não com meus pais na minha casa

fazendo cursos e conhecendo

outros países

não português não com a minha mãe estudando

não português não com a minha mãe e meu pai estudando e prestando atenção

não português sim, com minhas amigas com os professores

com os professores e as pessoa

que já sabe falar

não português não comigo mesma quando era bebê com muita ateção nas palavras

português, ingles

e espanhol portugues não com todo mundo falando e estudando

Livros Grátis
( http://www.livrosgratis.com.br )
 
Milhares de Livros para Download:
 
Baixar livros de Administração
Baixar livros de Agronomia
Baixar livros de Arquitetura
Baixar livros de Artes
Baixar livros de Astronomia
Baixar livros de Biologia Geral
Baixar livros de Ciência da Computação
Baixar livros de Ciência da Informação
Baixar livros de Ciência Política
Baixar livros de Ciências da Saúde
Baixar livros de Comunicação
Baixar livros do Conselho Nacional de Educação - CNE
Baixar livros de Defesa civil
Baixar livros de Direito
Baixar livros de Direitos humanos
Baixar livros de Economia
Baixar livros de Economia Doméstica
Baixar livros de Educação
Baixar livros de Educação - Trânsito
Baixar livros de Educação Física
Baixar livros de Engenharia Aeroespacial
Baixar livros de Farmácia
Baixar livros de Filosofia
Baixar livros de Física
Baixar livros de Geociências
Baixar livros de Geografia
Baixar livros de História
Baixar livros de Línguas

Baixar livros de Literatura
Baixar livros de Literatura de Cordel
Baixar livros de Literatura Infantil
Baixar livros de Matemática
Baixar livros de Medicina
Baixar livros de Medicina Veterinária
Baixar livros de Meio Ambiente
Baixar livros de Meteorologia
Baixar Monografias e TCC
Baixar livros Multidisciplinar
Baixar livros de Música
Baixar livros de Psicologia
Baixar livros de Química
Baixar livros de Saúde Coletiva
Baixar livros de Serviço Social
Baixar livros de Sociologia
Baixar livros de Teologia
Baixar livros de Trabalho
Baixar livros de Turismo
 
 