O ensino bilíngue na infância e o desenvolvimento cognitivo

Abstract

The objective of this work was to present and discuss Bilingualism within the universe of Early Childhood Education, specifying its contribution to cognitive development at this stage of development, aiming to bring to light concepts, interpretations and contributions to education. Bilingualism, in its current definition, seeks to designate speakers who have linguistic competence in at least two languages, which can be acquired in different ways, in different ages and contexts. However, knowledge about the topic is still scarce and/or not well-known, which creates space for many discussions and misconceptions. The present work was the result of an integrative review carried out online with the help of five articles on the subject through the Google Scholar search platform. After the inclusion and exclusion criteria were defined, through the articles found, five categories were highlighted for the development of the text: bilingualism maintains the brain functions of children's cognitive development, bilingualism as a pedagogical process, early bilingualism positively influences in cognitive development, recognition of the benefits of bilingual education and bilingualism contributes to the performance of cognitive functions and greater metalinguistic awareness. We used the literature to elaborate two study frameworks with the intention of guiding the investigation and specifying the issues to be discussed. Based on these and other issues of this kind, this course conclusion work sought to focus, in the light of conversations with authors who dedicated their time to studying the development of language, memory and Executive Functions in bilingual childhood.