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Advisor(s)
Abstract(s)
Na sequência das políticas linguísticas implementadas pelo Conselho da Europa desde a década de 90, diversos países europeus introduziram a aprendizagem da Língua Estrangeira (LE) no 1.º Ciclo do Ensino Básico (CEB), o que também se verificou em Portugal embora tardiamente: o ensino do Inglês no 1.º CEB generalizar-se-ia em 2005, como oferta educativa extracurricular, e tornar-se-ia uma área curricular no 3.º ano de escolaridade no ano letivo 2015/2016. A par das mudanças legislativas, o Ministério da Educação e Ciência (MEC) tem desenvolvido projetos de LE. O presente estudo centra-se no Projeto Ensino Bilingue Precoce (PEBP), projeto-piloto resultante de uma parceria com o British Council e implementado no 1.ºCEB no quadriénio 2011/2015 em sete Agrupamentos de Escolas. Inovador no sistema de ensino público, este recorre à abordagem CLIL (Content and Language Integrated Learning) e tem por base um modelo de currículo integrado no qual a aprendizagem se realiza através de duas línguas: o português e o inglês.
Através de um estudo de caso, procurei aferir as potencialidades do PEBP e os efeitos decorrentes da sua implementação nos diferentes implicados: alunos, professores, encarregados de educação e Agrupamento de Escola. Os resultados deste estudo, obtidos a partir das perceções dos envolvidos, apontam para um contributo positivo do projeto na aprendizagem da língua inglesa e no desenvolvimento global dos alunos e no desenvolvimento profissional dos docentes envolvidos.
O PEBP afigura-se como uma mais-valia, representando uma oferta educativa diferenciada de qualidade.
As a result of the implementation of language policies by the Council of Europe since the 1990s, several European countries have introduced the learning of a foreign language in the 1st Cycle of Basic Education, which also took place in Portugal although tardily: the teaching of English in the 1st Cycle would become a national reality in 2005, as an extracurricular activity, and part of the curriculum in the 3rd grade in school year 2015/2016. Alongside law changes, the Ministry of Education and Science has been developing foreign language projects. This study focuses on the Early Bilingual Education Project, pilot project resulting from a partnership with the British Council and carried out during a four-year-period (2011 to 2015) in the 1st Cycle in seven school clusters. Innovative in the public school system, it resorts to CLIL (Content and Language Integrated Learning) approach and is based on an integrated curriculum model in which the learning occurs through two languages: Portuguese and English. Through a study case, I intended to assess the potential of the Early Bilingual Education Project and the resulting effects from its implementation on the students, teachers, guardians and school cluster involved. The results of this study, obtained from their representations, point to a positive contribution of the project to the students’ learning of the English language and global development and to the teachers’ professional development. The Early Bilingual Education Project presents itself as an asset and constitutes a distinctive educational quality offer.
As a result of the implementation of language policies by the Council of Europe since the 1990s, several European countries have introduced the learning of a foreign language in the 1st Cycle of Basic Education, which also took place in Portugal although tardily: the teaching of English in the 1st Cycle would become a national reality in 2005, as an extracurricular activity, and part of the curriculum in the 3rd grade in school year 2015/2016. Alongside law changes, the Ministry of Education and Science has been developing foreign language projects. This study focuses on the Early Bilingual Education Project, pilot project resulting from a partnership with the British Council and carried out during a four-year-period (2011 to 2015) in the 1st Cycle in seven school clusters. Innovative in the public school system, it resorts to CLIL (Content and Language Integrated Learning) approach and is based on an integrated curriculum model in which the learning occurs through two languages: Portuguese and English. Through a study case, I intended to assess the potential of the Early Bilingual Education Project and the resulting effects from its implementation on the students, teachers, guardians and school cluster involved. The results of this study, obtained from their representations, point to a positive contribution of the project to the students’ learning of the English language and global development and to the teachers’ professional development. The Early Bilingual Education Project presents itself as an asset and constitutes a distinctive educational quality offer.
Description
Keywords
Projeto ensino bilingue precoce Metodologia CLIL Estudo de caso Potencialidades Early bilingual education project CLIL methodology Study case Potential
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação