O bilinguismo na educação infantil e a perspectiva de escolas bilíngues de Goiânia

Abstract

Bilingualism consists of the ability to communicate and express oneself fluently in two languages and can be classified according to the period of its acquisition. It is classified as simultaneous or compound when a child is born in a bilingual environment, sequential or coordinate when the second language is acquired in a bilingual school, and subordinate when it is acquired in contexts with distinct social, political, or economic relevance. Besides promoting neuroplasticity, bilingualism offers benefits such as improvements in memory, attention, executive functions, and phonological awareness. In children with Language Disorders, its acquisition is much slower, and in cases of Autism Spectrum Disorder and Down Syndrome, no negative effects are observed. Bilingualism is a global phenomenon, and there has been a significant increase in the number of schools offering bilingual foreign education. In recent decades, Brazil has experienced a substantial growth in foreign bilingual schools due to parents' interest in providing their children with greater opportunities through learning a new language. One of the concerns regarding this growth in the number of bilingual schools is the professional preparation of teachers, the expected performance levels for children of the age group they work with, and the ability to identify students who are “at risk” and know when to refer them for specialized evaluation. Objective: This study aims to investigate what bilingual early childhood education schools in Goiânia know about bilingualism, its benefits, and the challenges faced during the process of language acquisition and development in early education. Method: This study was conducted in two stages. First, a theoretical scope review was carried out on the subject, enabling the creation of the research instrument. Then, a qualitative and cross-sectional field study was conducted with coordinators of three bilingual schools based in Goiânia, Goiás. A questionnaire with 27 open-ended questions was applied, covering the institution and its operation, the introduction of the second language, teacher training, methodology and evaluation, benefits and challenges, family involvement, and school events. Results and Analysis: All the surveyed schools adopt English as the target language and do not set a minimum age for enrollment. They do not conduct initial interviews regarding children’s linguistic development and highlight the lack of state regulation in the field. Although they recognize bilingualism as beneficial, they point to challenges such as parental insecurity, difficulty in hiring qualified professionals, and lack of student motivation. However, they do not see the presence of a second language as an obstacle. Despite these challenges, the institutions value the benefits of bilingualism, such as strengthening neural connections and enhancing executive functions. To address difficulties in second language acquisition, they provide support through remedial classes or referrals to specialists, ensuring that children fully develop their linguistic and cognitive skills. Final Considerations: The schools recognize bilingualism as a process that brings numerous benefits to early childhood education, particularly in light of neuroscience findings, which corroborate the literature asserting that bilingualism enhances metacognitive and metalinguistic skills. They do not view the presence of a second language as a challenge, except in specific cases where language deficits are predisposed. However, it is important to highlight that the lack of state regulation regarding bilingual education and the shortage of qualified teachers represent significant challenges.