scholarly journals APRENDIZADO BILÍNGUE E LINGUAGEM ESCRITA: desenvolvimento de habilidades metalinguísticas

2017 ◽  
Vol 24 (2) ◽  
pp. 156 ◽  
Author(s):  
Girlane Moura Hickmann ◽  
Sandra Regina Kirchner Guimarães ◽  
Adolfo Antonio Hickmann
Keyword(s):  
Developmental Psychology ◽  
Mother Tongue ◽  
Writing Skills ◽  
Written Language ◽  
Learning Processes ◽  
Bilingual Children ◽  
Metacognitive Skills ◽  
Intentional Control ◽  
Reading And Writing ◽  
Verbal Language

 Resumo: Nos últimos anos, a aprendizagem da leitura e da escrita de crianças bilíngues tem atraído crescente interesse de profissionais envolvidos no processo de ensino-aprendizagem da linguagem escrita bem como no desenvolvimento cognitivo. A linguagem faz parte de todo o processo de desenvolvimento humano e está presente nas relações estabelecidas no decorrer da vida. As discussões sobre a aprendizagem da linguagem oral e escrita estão sempre em aberto para novas possibilidades. Este artigo teve como objetivo empreender uma revisão de literatura sobre as habilidades metacognitivas e suas contribuições para o desenvolvimento da linguagem escrita na língua materna pelas crianças bilíngues. Os estudos foram analisados a partir da perspectiva da Psicologia do Desenvolvimento Cognitivo e sugerem que a criança bilíngue apresenta ganhos em relação às funções superiores, como: a atenção, a memória, a linguagem oral (receptiva e expressiva), bem como maior desenvolvimento das habilidades metacognitivas de planejamento, monitoramento e controle intencional dos tratamentos linguísticos. Identificou-se que o desenvolvimento propiciado pela aprendizagem de uma segunda língua deve-se justamente às atividades reflexivas promovidas pelo processo de ensino-aprendizagem de habilidades metalinguísticas, que possibilitam a progressiva tomada de consciência de aspectos relativos à pragmática, fonologia, morfologia, sintaxe e semântica da linguagem. Assim, tendo em vista seu potencial de promover conhecimentos linguísticos explícitos, conclui-se que o bilinguismo é um fator propulsor do crescente domínio da capacidade de leitura e escrita na língua materna.Palavras-chave: Pensamento e Linguagem. Habilidades metalingüísticas. Bilinguismo. Leitura e Escrita.BILINGUAL LEARNING AND WRITTEN LANGUAGE: development of metalinguistic skillsAbstract: In recent years, the learning processes of reading and writing skills of bilingual children have attracted growing interest from professionals involved in the language teaching and learning processes and also in cognitive development.  Language is part of the whole process of human development and it is present in relationships established in the course of everyone's life. The discussions about the process of oral and written language are always open to new possibilities. This article aimed to undertake a literature review on metacognitive skills and their contributions to the development of written language in the mother tongue of bilingual children. The studies were analysed from Cognitive Developmental Psychology perspective and suggest that bilingual children show gains in relation to superior psychological functions, such as attention, memory, verbal language (receptive and expressive) and  greater development of metacognitive skills of planning capacity, monitoring and intentional control of linguistic treatments. It was identified that the development brought about by learning a second language is right due to reflective activities promoted by the teaching-learning metalinguistic skills process, which enable the progressive awareness of aspects of pragmatics, phonology, morphology, syntax and semantics. Thus, in view of its potential to promote explicit language knowledge, one may conclude that bilingualism is a driving factor in the growing mastery of reading and writing skills in the mother tongue.Keywords: Thought and language. Metalanguage skills. Bilingualism. Reading and writing.EL APRENDIZAJE BILINGÜE Y EL LENGUAJE ESCRITO: desarrollo de las habilidades metalingüísticas Resumen: En los últimos años, el aprendizaje de la lectura y de la escritura de los niños bilingües han atraído creciente interés de los profesionales involucrados en el proceso la enseñanza y aprendizage de del lenguaje escrito, así como en el desarrollo cognitivo. El lenguaje hace parte de todo el proceso de desarrollo humano y está presente en las relaciones que se establecen a lo largo de la vida. Las discusiones sobre el lenguaje oral y escrito siempre están abiertos a nuevas posibilidades. Este artículo tiene como objetivo realizar una revisión de la literatura sobre las habilidades metalingüísticas y sus contribuciones al desarrollo de la lengua escrita en la lengua materna de los niños bilingües. Se analizaron los estudios desde la perspectiva de la psicología del desarrollo cognitivo y sugieren que los niños bilingües muestran ganancias en relación con las funciones superiores, como la atención, la memoria, el lenguaje verbal (receptivo y expresivo) y un mayor desarrollo de las habilidades metacognitivas, la planificación, el seguimiento y el control de los tratamientos lingüísticos intencionales. Se identificó que el desarrollo provocado por el aprendizaje de una segunda lengua es debido justamente a las actividades de reflexión promovidas por el proceso de enseñanza-aprendizaje de habilidades metalingüísticas, lo que permite la progresiva toma de conciencia de los aspectos de la pragmática, fonología, morfología, sintaxis y semántica del lenguaje. Por lo tanto, en vista de su potencial para promover el conocimiento explicito de idiomas, se concluye que el bilingüismo es un factor de propulsión en el creciente campo de la lectura y de la escritura en la lengua materna.Palabras clave: Pensamiento y Lenguaje. Habilidades metalingüísticas. Bilingüismo. Lectura y Escrita.

THE ROLE OF LITERACY METHODS IN MASTERING OF WRITTEN LANGUAGE BY STUDENTS WITH DEVELOPMENTAL DYSLEXIA

2019 ◽  
Vol 7 (1) ◽  
pp. 10-18
Author(s):  
Tsvetanka Tsenova
Keyword(s):  
Experimental Work ◽  
Developmental Dyslexia ◽  
Reading Skills ◽  
Writing Skills ◽  
Written Language ◽  
Reading And Writing ◽  
Empirical Verification ◽  
Literacy Methods ◽  
The Relationship

This article focuses on the relationship between literacy methods applied at school and the emergence of serious difficulties in mastering reading and writing skills that shape the developmental dyslexia. The problem was analyzed theoretically and subjected to empirical verification. Experimental work was presented which aims to study the phonological and global reading skills of 4- th grade students with and without dyslexia. Better global reading skills have been demonstrated in all tested children, and this is much more pronounced in those with dyslexia than their peers without disorders. Hence, the need to develop a special, corrective methodology for literacy of students with developmental dyslexia consistent with their psychopathological characteristics.

The effects of the World Wide Web on reading and writing skills in a Spanish cultural studies courseLos efectos de la Web en la adquisición de destrezas lectoras y escritas en un curso de cultura hispana

ReCALL ◽  
2000 ◽  
Vol 12 (1) ◽  
pp. 63-72 ◽  
Author(s):  
CARMEN CABOT
Keyword(s):  
Writing Skills ◽  
Written Language ◽  
Web Based ◽  
Reading And Writing ◽  
Spanish Speaking ◽  
South Wales ◽  
Effective Use ◽  
The University ◽  
Task Oriented ◽  
Target Culture

This paper presents the results of a study that demonstrates an effective use of the Web as a tool to increase motivation and thus promote reading and writing skills in Spanish as well as a deeper sense of the culture of the Spanish speaking world. In the study, thirty students of second year Spanish at the University of New South Wales were required to prepare an itinerary for a trip to a Spanish speaking country of their choice using the WWW as the only resource. In general our findings regarding improved language skills were consistent with the literature: an increase of vocabulary, more use of references, more student initiated interactions and greater interactivity in the classroom amongst students were observed. There was, however, one aspect, linguistic accuracy, in which improvement was not greatly noted. The data collected confirms that a task-oriented Web based course can increase the motivation of students, improve the scope of their reading, and enhance their perception of the target culture, all with a great effect on range of language explored, learned and re-processed, but a much lesser effect on the accuracy of written language produced.

scholarly journals Reading and writing comprehension in the mother tongue in the Romanian national assessment – objectives, tests, results

2020 ◽  
Vol 9 ◽  
pp. 20-31
Author(s):  
Biborka Szanto
Keyword(s):  
Mother Tongue ◽  
Writing Skills ◽  
Mathematical Literacy ◽  
School Students ◽  
National Assessment ◽  
Reading And Writing ◽  
School Year ◽  
Basic Competencies ◽  
Hungarian Language ◽  
Learning Language

In Romania the basic competencies (reading and writing in the student’s mother tongue and in Romanian language in the case of students studying in minority schools, mathematical literacy) of students at the end of the 2nd and 4th grade of primary education are assessed starting with the school year 2013/2014. The paper analyses the tests of the national assessment designed and applied for measuring reading and writing skills in the mother tongue (in Hungarian language). The paper concludes that the tests are not carefully designed in order the measure the most important skills and abilities at the end of the 2nd and 4th grade. The study analyses the achievement in reading and writing of 2nd and 4th grade students’ attending schools teaching in Hungarian. The analysis fills a gap, because the detailed qualitative analyses of the results of elementary school students whose learning language is Hungarian, is missing from the reports presenting the results of the national assessment. Based on the analyses of the objectives, tests and results of the national assessment for reading and writing in Hungarian, the paper formulates the questions that arise regarding the necessity of this measurement.

scholarly journals Are Writing Skills Important in Learning Indonesian?

2019 ◽  
Author(s):  
Noer Shinta Nainggolan
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Mother Tongue ◽  
Writing Skills ◽  
Reading And Writing

Learning is how to teach students or how to make students learn easily and is driven by their own volition to learn what is actualized in the curriculum as the needs of students. Indonesian language learning is a long journey that every student goes through in learning Indonesian or a second language after Mother tongue. The competencies in learning Indonesian include listening, speaking, reading and writing.

Functional and structural neural plasticity effects of literacy acquisition in adulthood

2019 ◽  
Vol 30 (2) ◽  
pp. 97-107
Author(s):  
Melanie Boltzmann ◽  
Thomas Münte ◽  
Bahram Mohammadi ◽  
Jascha Rüsseler
Keyword(s):  
Neural Plasticity ◽  
Adult Literacy ◽  
Writing Skills ◽  
Literacy Skills ◽  
Written Language ◽  
Learning To Read ◽  
Workplace Literacy ◽  
Functional Illiteracy ◽  
Brain Changes ◽  
Definition Of

Abstract. In Germany, 7.5 Million individuals between 18 and 64 years are considered to be functionally illiterate (Grotlüschen & Riekmann, 2012). Functional illiterates have only rudimentary literacy skills despite attending school for several years. Although they can use written language to a very limited extent, only few functional illiterates attend literacy courses for adults. In addition, most adult literacy courses primarily aim at promoting basic reading and writing skills. Offers specific to workplace literacy are scarce. This review gives an overview of the definition of functional illiteracy. Afterwards, a specific literacy program (AlphaPlus) and its effectiveness will be presented. The reviewed studies indicate that learning to read in adulthood is associated with structural and functional brain changes.

WRITING SKILLS IN SMP USWATUN HASANAH, BURU DISTRICT

2020 ◽  
Author(s):  
HARZIKO
Keyword(s):  
Middle School Students ◽  
Language Skills ◽  
Writing Skills ◽  
Boarding School ◽  
Written Language ◽  
Data Sources ◽  
Reading Process ◽  
School Students ◽  
Junior High Students ◽  
The Media

Abstract Reading is a process carried out and used by the reader to obtain a message, which the writer wants to convey through the media of written language. A process that demands that groups of words which are a unity be seen at a glance, and so that the meaning of individual words will be known. If this is not fulfilled, then the explicit and implicit message will not be captured or understood, and the reading process will not be carried out properly. A process that demands that groups of words that represent a group will be seen in a glance, and so that the meaning of individual words will be known. This study aims to describe the language skills of Uswatun Hasanah Middle School students in Buru Regency. The research location is in the Islamic boarding school of Uswatun hasanah Namlea. data and data sources namely students of class VII Uswatun hasanah. the method in this study is PTK or classroom action research. The results of the study showed that the language skills of the seventh grade junior high students were very prominent as evidenced by the assignment of language assignments, namely. Keywords: Reading, Uswatun hasanah, students, Buru

scholarly journals Analysis of University STEM Students’ Mathematical, Linguistic, Rhetorical–Organizational Assignment Errors

2021 ◽  
Vol 11 (4) ◽  
pp. 173
Author(s):  
María-José Arévalo ◽  
María Asun Cantera ◽  
Vanessa García-Marina ◽  
Marian Alves-Castro
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Writing Skills ◽  
Mathematics Students ◽  
Educational Design ◽  
Science Technology ◽  
Communicative Strategies ◽  
Precise Diagnosis ◽  
Stem Students ◽  
And Mathematics

Although Error Analysis (EA) has been broadly used in Foreign Language and Mother Tongue learning contexts, it has not been applied in the field of engineering and by STEM (Science, Technology, Engineering, and Mathematics) students in a systematic way. In this interdisciplinary pilot study, we applied the EA methodology to a wide corpus of exercises and essays written by third-year students of mechanical engineering, with the main purpose of achieving a precise diagnosis of the students’ strengths and weaknesses in writing skills. For the analysis to be as exhaustive as possible, the errors were typologized into three main categories (linguistic, mathematical, and rhetorical–organizational), each of which is, in turn, subdivided into 15 items. The results show that the predominant errors are rhetorical–organizational (39%) and linguistic (38%). The application of EA permits the precise identification of the areas of improvement and the subsequent implementation of an educational design that allows STEM students to improve their communicative strategies, especially those related to the writing skills and, more precisely, those having to do with the optimal use of syntax, punctuation, rhetorical structure of the text, and mathematical coherence.

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