A aprendizagem colaborativa em um contexto de currículo bilíngue

Abstract

Supported by the sociocultural perspective (VYGOTSKY, 1986), this study aims at investigating the interaction of eighteen English learners in the sixth year of elementary bilingual education (Portuguese-English) and an English teacher at a private school in Southern Brazil, during the execution of three collaborative tasks proposed by the teacher, focusing on collaborative dialogue (SWAIN, 2000) as a mediation factor. The goal is to see how the collaborative dialogue contributes to English learning as a second language in the bilingual context. This research is guided by qualitative principles, from an emic and interpretativist view. The data derived from the interactions of the participants were audio and video as well as a semi-structured interview which were recorded and transcribed. The results of the collaborative work through the tasks points to a greater learner engagement, greater production of English as L2 and a reflection on language, from its use. It was found that the collaborative dialogue mediated the solution of linguistic issues and language learning in the bilingual education context.