Entre cenários...crianças : as emoções como experiência estético-formativa para a aquisição da língua inglesa

Abstract

The sociocultural experiences of children have aesthetic, playful and formative emotional expression. In contemporary times, socialization occurs through a complex network of social interactions that is mutually demarcated by a diversity of processes, products and cultural and multimedia artifacts, not restricted to the customs of a community, family origin, or even reduced to the school and its agents. The daily contact of Brazilian children, with different codes and linguistic symbols of other languages, challenges the teachers about the acquisition of second language. The teaching of English for children has obtained exponential growth of interest in Brazil and, at the same time, reduced methodological innovation, so that the teaching of the English language in the first years of life occurs almost always by the replication and adaptation of principles, strategies, methods and techniques developed for adults, in view of the social requirements of foreign language teaching for children. The effects of emotions as aesthetic, playful and formative experience for the acquisition of English Language by pre-school children is the object of this research. The field of study of this research is interdisciplinary: it encompasses Didactics, Psycholinguistics, Childhood Sociology and Anthropology of emotions as theoretical-methodological supports. The instruments of information collection were active participant observation (APO), field diary and novel-formation, followed by ethnographic writing. Twelve children aged four to five years participated in this study, for approximately two academic semesters. The results show that the emotions experienced by children in contexts of didactic mediation influence the acquisition of the English Language. We highlight three effects of emotions on the acquisition of the English Language by children: (a) the dispositional effect catalyzing the learning of English; (b) Affective sociocognitive effect on the use of language (c) restrictive effect of refusal to develop communication skills in English language.