Crianças estrangeiras aprendendo português como língua adicional

Uma proposta de tarefa integrada leitura-escrita para o ensino e avaliação

Abstract

Considering the increase in the number of foreign children learning Portuguese in public schools in Brazil, particularly from refugee families, this article proposes a task for teaching and assessing proficiency in Brazilian Portuguese as an additional language for 11-year-old foreign children. Given the importance of this topic, and inspired by task III of the Celpe-Bras proficiency exam, which integrates reading and writing, by the National Common Curricular Base – BNCC for the Final Years of Elementary School, and by the perspective of multimodality in language teaching and learning, the proposal presented here aims to provide teachers of Brazilian Portuguese as an additional language with a guide and a template inspired by the evaluation criteria of the written part of the Celpe-Bras. These criteria assign scores from 0 to 5 based on the degree of communication and appropriateness to the textual genre required by the task prompt. Through these tools, teachers can draw inspiration to assess the proficiency in Brazilian Portuguese of these children through a motivating task that is suitable for their age group.