ABSTRACT

The debate over an optimal age for learning a second language has been active for decades and includes dispute about whether learning derives mainly from nature or nurture. This article explores to what extent exposing native Portuguese preschool children (3–5 years old) to a specific pedagogic approach for learning English is effective in positively impacting emergent literacy skills. An innovative pedagogic approach for learning English (EFL Pedagogic Approach) was designed and implemented in an early years foundation stage setting. The effects of the pedagogic approach were investigated for the length of an academic year in terms of receptive vocabulary, oral production, and emergent word-level reading and writing skills. Evidence indicated emergent literacy skills in English, such as awareness of intentionality of print, the match between spoken and written words, and the conventions of print. Therefore, it is recommended that further action for incorporating English into the Portuguese early years foundation stage curriculum should be taken in order to build school readiness.

摘要

几十年来，关于学习第二语言的最佳年龄的争论一直很活跃，其中包括关于学习主要来自先天还是后天的争论。本文探讨了让葡萄牙语学龄前儿童（3-5 岁）接触特定的英语学习教学方法在多大程度上有效地对新兴识字技能产生积极影响。一种创新的英语教学法（EFL Pedagogic Approach）是在早期基础阶段的设置中设计和实施的。在接受词汇、口语表达和新兴单词级阅读和写作技能方面，研究了教学方法对一学年的影响。证据表明英语的新兴识字技能，例如对印刷意图的认识，口语和书面语之间的匹配，以及印刷的惯例。因此，建议采取进一步行动，将英语纳入葡萄牙语早期基础阶段课程，以建立入学准备。