O status da interlíngua no processo de aprendizagem da língua inglesa no contexto de uma escola bilíngue

Abstract

Taking as its starting point the work of Selinker (1972), this monograph aims to analyze oral and written productions of bilingual learners in non-institutional moments from experiments of interpretation, comprehension and an interview in order to perceive and understand the status the interlanguage produced by these students in this particular context of teaching and learning. We hypothesized that once existing interlanguage in the productions of the apprentices and without the dropout of that interlanguage in the advanced stages of proficiency, the learner could develop stability and hence fossilisation of such structures.The data was collected from experiments that were applied to 10 students in non-institutional context, in a classroom provided by the institution selected for the current research. After analyzing the data, it was established that the interlanguage was present in the speech of the students, despite the considerable level of their proficiency confirming the hypothesis proposed in this study. It was also possible to verify the presence of structures supposedly already stabilized, which we mention especially the recurrent use of the prefix "dis" for inadequate formation of negative words and also the recurrent use of the personal pronoun, where it would be adequate the use of the object pronoun. Therefore such structures should be abandoned before reaching the fossilization level.