| dc.description.abstract | Investigative studies on gesture in second language acquisition within a bilingual
context mobilize a debate between multimodality theoretical perspectives and applied
linguistics, placing the research on relevant and fruitful foundations, anticipating the
enrichment of both areas. Therefore, the purpose of this dissertation is to analyze
gesture production as a multimodal resource integrated into the process of acquisition
and development of a second language. Specifically, the study aimed to identify the
gestures used by the children and to verify their incidence in the acquisition of English
as a second language within a bilingual context; to analyze the role of gestures in
spoken English; and, finally, to compare the types of gestures and their role in relation
to Portuguese and English spoken languages. The scientific research lies on the
multimodal language perspective, in which gesture and vocal production comprise the
same array of signification, according to Kendon 1982; 2017), McNeill (1985; 1992;
2000), Goldin-Meadow (2003; 2009; 2016), Stam (2006; 2007; 2014), Fonte (2011;
2014); and on second language acquisition and bilingualism studies carried out by
Grosjean (1982; 2010; 2013; 2014; 2018), Gullberg (2006; 2012), Moraes (2012;
2018), Tellier (2005; 2008), Stam (2008), amongst others. Methods were supported by
a cross-sectional case study based on qualitative approach whose sample includes a
5-year-old child. Data were collected through video recordings made with the cell
phone by the child’s own family due to the social isolation resulting from COVID-19
pandemic. The research comprised the analysis of home videos produced during
instructional as well as free activities, displaying bilingual (English-Portuguese) child -
parent/relative interactions. Videos were transcribed with the help of software tool
ELAN (Eudico Linguistic Annotator). Transcription and analysis criteria were also
considered in the light of the multimodal perspective of language functioning. Research
data revealed gesture occurrence in an equivalent productive amount in English and
in Portuguese, with major incidence of deictic gestures in comparison to beats and
iconic gestures. Regarding the role of gestures in both languages, they functioned, in
general terms, as linguistic organizers, validating its impact on speech fluency and
flow. Results will serve as indicators of multimodal language functioning, signs of
language processing, as well as question demystifiers concerning linguistic production
in the acquisition of English as a second language in the context of bilingual education,
as the belief that L2 prevents L1 development. Expectations concerning the scientific
contribution lays its foundations in the findings related to bilingualism and
multimodality. Indirectly, pervading teacher’s awareness and training as to have them
take on a new look about the theme and substantiate their practice, whose route will
benefit the students, the social contribution of the study is consolidated. | eng |
