Interação multimodal em cenas de atenção conjunta na tríade mãe com crianças gêmeas

Abstract

This study aims to examine the path of language acquisition of biviteline twin babies in the interaction with the mother in the context of multimodality. In the literature, language acquisition of twin babies is still poorly studied, and some studies indicate that one of the twins has a delay in language acquisition. Other studies, however, show that twins acquire language similarly to a non-twin child and that there was no delay in the twins' acquisition process (BARBETTA, PANHOCA, ZANOLLI, 2008, 2009; BLOCH, 1921). From there, we noticed the need to carry out an investigation about the language acquisition process with twin babies in the sphere of multimodality that involves language as a whole through speech, gesture and looking, which constitute an inseparable set (MCNEILL, 1985, 1992, 2000; KENDON, 1982, 2000). In the present study, we focus on emblematic gestures (giving objects, taking, pointing, saying goodbye), among others, and on the process of joint attention (AC) that takes place around the child's nine months of life, which begins to develop a series of new behavior that resemble a revolution, in which it starts to understand the social world in which it is inserted (TOMASELLO, 2003). Thus, we delimited as a study object of this research, a pair of bivitheline twins and the mother, which we observed in the interactive context, in the period from 09 months to 18 months of life. As for the method adopted, it was the longitudinal method in which we collected the data for a period of 10 months. The data were collected through audiovisual recordings, about 20 minutes long, and that were made at the residence of the family of twins [child 1 (C1) and child 2 (C2)] in a naturalistic situation. Data analysis was performed using the ELAN software (Eudico Linguistic Annotator), where we transcribe the gestures, vocal productions and the looks of the participants. From the analyzes, we realized that in the mother's interactions with children 1 and 2, several emblematic gestures were produced by C1 and C2, similarly between them and we also verified in terms of the three types of joint attention: follow-up attention and direct attention in the interactive context of C1 and C2 with the mother. Thus, qualitatively we observe and describe the gestures, vocal productions and scenes of joint attention, in the interactions of C1 and C2 with the mother. And, we still do the quantitative analysis that consists of counting the emblematic gestures and the three types of joint attention produced by C1 and C2 during the interaction with the mother. In view of the arguments presented, we saw that the mother's interaction with C1 and C2, really favors language acquisition and contributes to the development of gestures, more specifically, the emblematic gestures that are socially and culturally constituted, vocal productions and joint attention in the scope of multimodality.