Phonological performance of a group of brazilian children attending bilingual school
DOI:
https://doi.org/10.23925/2176-2724.2025v37i4e73587Keywords:
Multilingualism, Speech Assessment, Child Development, Child Language, Language DevelopmentAbstract
Introduction: Childhood bilingualism has been widely investigated regarding its associations with linguistic development, particularly phonological awareness and production. Research indicates that simultaneous exposure to two languages does not hinder speech development and may enhance metalinguistic and phonological skills, although results vary depending on factors such as age and educational context. Objective: To comparatively analyze the phonological performance of Brazilian children aged 3;3 to 6;0 years enrolled in bilingual and monolingual schools. Method: A quantitative, exploratory study was conducted with 120 children enrolled in bilingual schools (Research Group, RG) and 51 children enrolled in monolingual schools (Control Group, CG). All participants were children of native Brazilian Portuguese-speaking parents. Phonological performance was assessed using the Phonology subtest of the ABFW. Results: Children from bilingual schools showed a lower probability of phonological deviations than those from monolingual schools. Liquid simplification was the most frequent process. Monolingual children were more likely to present two or more altered phonological processes in both naming and imitation tasks, indicating a significant association between school type and the presence of deviations. Conclusion: In this population, simultaneous bilingual exposure in a context consistent with the native language was not associated with adverse outcomes in the phonological acquisition of Portuguese.
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Copyright (c) 2025 Karin Ximenes Genaro, Fernanda Prada Machado, Márjorie Moreno Silva, Maria Claudia Cunha
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