Como a compreensão leitora é desenvolvida em inglês como língua franca para alunos iniciantes através da plataforma gratuita de ensino de idiomas Duolingo for Schools

Abstract

Text comprehension is not dependent on the text alone or on the reader. The orthographic system and the social context are used optimally, or strategically, in the process of reading comprehension. This work investigated how the reading comprehension is developed on the English course, at the beginner level, for speakers of Portuguese on the online platform Duolingo for Schools. A documental methodology was employed in which the main source was the platform itself. The beginner level is considered 6th grade in Brazil (in which English becomes a compulsory subject). The collected data were analyzed in with the learning expectations expressed in the Brazilian Common Core Curriculum (BNCC), which were adapted in this work as the specific objectives, which aims to know: (1) how the reading practice on the platform articulates with the student’s background knowledge. (2) How the lexicon repertory and the letter-to-sound correspondence is constructed. (3) How the linguistic analysis with focus on simple present, imperative and adjectives is presented.