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Bilingual and multilingual education, along with other language education fields, has been strongly influenced by theories from the field of second language acquisition (SLA). A number of authors have challenged longstanding cognitivist orientations of SLA that focus on language as an individual process with the goal of linear progress in acquiring a grammatical system and language proficiency equivalent to that of a “native speaker.”
Two important shifts that have resulted from the “social turn” in SLA research: changing perspectives on language, and changing theoretical positions in SLA. These socially oriented shifts move away from unrealistic deficit-oriented expectations for students such as “native-like proficiency,” error-free production, or becoming balanced bilinguals (i.e., two fully proficient monolinguals in one). Instead, the authors argue for a sociocultural view of SLA as a process “leading to repertoires or linguistic resources termed multi-competence or plurilingualism.” This in turn has the “potential of informing and enriching the design of classroom environments where students would be able to experience multiple ways of using both their home language and English for a variety of academic purposes in both their written and oral forms.”
(WRIGHT, W. E.; BOUN, S.; GARCÍA, O.(eds) The Handbook of bilingual
and multilingual education. Oxford: WileyBlackwell. 2017. p. 4. Adaptado)
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Bilingual and multilingual education, along with other language education fields, has been strongly influenced by theories from the field of second language acquisition (SLA). A number of authors have challenged longstanding cognitivist orientations of SLA that focus on language as an individual process with the goal of linear progress in acquiring a grammatical system and language proficiency equivalent to that of a “native speaker.”
Two important shifts that have resulted from the “social turn” in SLA research: changing perspectives on language, and changing theoretical positions in SLA. These socially oriented shifts move away from unrealistic deficit-oriented expectations for students such as “native-like proficiency,” error-free production, or becoming balanced bilinguals (i.e., two fully proficient monolinguals in one). Instead, the authors argue for a sociocultural view of SLA as a process “leading to repertoires or linguistic resources termed multi-competence or plurilingualism.” This in turn has the “potential of informing and enriching the design of classroom environments where students would be able to experience multiple ways of using both their home language and English for a variety of academic purposes in both their written and oral forms.”
(WRIGHT, W. E.; BOUN, S.; GARCÍA, O.(eds) The Handbook of bilingual
and multilingual education. Oxford: WileyBlackwell. 2017. p. 4. Adaptado)
Leia o texto para responder à questão.
Bilingual and multilingual education, along with other language education fields, has been strongly influenced by theories from the field of second language acquisition (SLA). A number of authors have challenged longstanding cognitivist orientations of SLA that focus on language as an individual process with the goal of linear progress in acquiring a grammatical system and language proficiency equivalent to that of a “native speaker.”
Two important shifts that have resulted from the “social turn” in SLA research: changing perspectives on language, and changing theoretical positions in SLA. These socially oriented shifts move away from unrealistic deficit-oriented expectations for students such as “native-like proficiency,” error-free production, or becoming balanced bilinguals (i.e., two fully proficient monolinguals in one). Instead, the authors argue for a sociocultural view of SLA as a process “leading to repertoires or linguistic resources termed multi-competence or plurilingualism.” This in turn has the “potential of informing and enriching the design of classroom environments where students would be able to experience multiple ways of using both their home language and English for a variety of academic purposes in both their written and oral forms.”
(WRIGHT, W. E.; BOUN, S.; GARCÍA, O.(eds) The Handbook of bilingual
and multilingual education. Oxford: WileyBlackwell. 2017. p. 4. Adaptado)
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Task-based approaches refer to materials or courses which are designed around a series of authentic tasks which give the learners experience of using the language in ways in which it is used in the ‘real world’ outside the classroom. They usually have no pre-determined language syllabus and the aim is for learners to learn from the tasks the language that they need for successful participation in them.
(TOMLINSON, B. (ed). Material Development in Language Teaching. Cambridge: CUP. 1998/2011. p. xvi Adaptado)
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