Reflexões sobre o aprendizado bilíngue na primeira infância

Abstract

The Bilingualism presents itself as a phenomenon that has existed for more than five thousand years, being an issue researched since the last century. However, research methods on the subject did not grasp diversities and childhood concerns, nor did they delve into the existing caveats of child bilingualism, being based on purely quantitative tests. With the dissemination of research, the childhood starts to be seen as a phase of possibilities and complex issues that cannot be answered with functional, quantitative tests and fixed methodologies. This work approaches a bibliographical research based on a survey of studies that evoke investigations about research on bilingual learning, especially in children in their early childhood, mainly with English as a second language. The reflections are based on Lev Vigotski's Cultural-Historical Theory, in which the development of the language is the central point of the development of the thought and building of children's psychism