A descriptive bibliographical research about the development of metalinguistic awareness and the occurrence of linguistic transfer processes in bi/multilingual literacy and reading
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https://doi.org/10.47456/cl.v17i36.40195Palavras-chave:
bi/multilingual literacy, metalinguistic awareness, transfer processesResumo
This article presents a descriptive bibliographical research about literacy and reading development of bi/multilingual children with a focus on the development of metalinguistic awareness as well as the occurrence of linguistic transfer processes from L1 to L2 and vice-versa in bilinguals. The study follows a view of bilingualism as a dynamic phenomenon that is influenced by contextual, social, cultural, linguistic, and cognitive factors (Grosjean, 1989; Hamers; Blanc, 2004). The research method adopted for data collection was adapted from Paré and Kitsiou’s (2017) framework for descriptive literature reviews. The selection of materials was restricted to research on Roman alphabetical languages, in the following language pairs: English-Portuguese, Portuguese-English, English-Spanish, and Spanish-English. Results indicate that bilingual literacy practices foster better metalinguistic awareness in children and confirm the occurrence of transfers of linguistic, as well as reading and writing abilities, across L1 and L2. Also, findings suggest a translanguage approach to bi/multilingual literacy in a way that bi/multilingual students’ linguistic, cognitive, social, and cultural diversity are recognized as valid resources to bi/multlingual literacy.
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