Entre o observar, o aprender e o contar

Narrativas De Crianças Sobre O Aprendizado De Inglês

Bibliographic Data

ID22427306
AuthorsEliene Paulino (0009-0008-1351-2562, Universidade Federal de Minas Gerais), Jaqueline Miranda De Oliveira (0000-0001-7066-4636, Universidade Federal de Minas Gerais), Raika Luana Aleme (0000-0001-7157-4755, Universidade Federal de Minas Gerais)
Year2026
Volume25
Issue1
PagesAG2
Publication date2026-04-09
Open AccessYes
TypeARTICLE
VenueRevista Horizontes de Linguistica Aplicada (JOURNAL)
Journal identifiersISSN: 1677-9770 • E-ISSN: 2237-0951
PublisherBiblioteca Central da UNB (PUBLISHER)
DOI10.26512/rhla.v25i1.59354
OpenAlexW7168271576
LanguagePT
References cited15

The present study aims to analyze learning English narratives of children in the early years of a public elementary school in Belo Horizonte. The purpose of this article is, therefore, to verify how these students make sense of their experiences at the presented school. The study is based on the experience concept by Miccoli (2010), in which experiences show cognitive, social and affective nature aspects, and is also based on Larsen-Freeman (1997) contributions, which allows us to understand second language acquisition as a complex system. The work aims to investigate, in the reports obtained, factors related to the learning process of these children, their motivations, emotions and difficulties in the initial experiences, as well as to value children as reflective beings in the construction of their identities. As a research methodology, the study describes, in a qualitative way, the experiences of a group of children in the 3rd year of elementary school, based on narratives made in the classroom about learning experiences. Although the reports deal with the perspectives of children aged just over eight years old, the texts bring significant aspects of these experiences. By examining children's perspectives on their experiences with learning the English language, we provide this group with the opportunity to be active and reflective subjects of their own learning. The data obtained demonstrate that language learning is associated with children’s affective experiences in the school context and provide a contextualized understanding of the learning process from the students’ own perspective. The results showed cognitive and social experiences as well as the importance of language for future experiences.

Cognition · Experiential learning · Language acquisition · Narrative · Qualitative research · Corporeality, Perception, and Education · Linguistics and Education Research · Qualitative research in health