Possible implications of the SLM and SLM-R for Bilingual Education

Autori

  • Thaiza Barros Pontifícia Universidade Católica de São Paulo https://orcid.org/0000-0003-4077-1611
  • Sandra Madureira Pontifícia Universidade Católica de São Paulo

DOI:

https://doi.org/10.23925/2237-759X2025V57e73110

Parole chiave:

L2 sound acquisition, phonetic input, bilingual education, speech learning model

Abstract

Given the growing interest in pronunciation and second language (L2) acquisition, it is essential to align how L2 sounds are addressed in classroom practice. This article examines how the postulates and hypotheses of the Speech Learning Model (SLM; Flege, 1995) can inspire pedagogical practices with very young children in bilingual education contexts. We discuss how Flege’s concepts can help teachers mediate L2 sound acquisition by guiding learners’ formation of L2 phonetic categories through effective practices. In addition, we highlight the importance of both the quantity and quality of phonetic input for successful L2 sound acquisition. Finally, we explore the potential and implications of the interconnection between second language acquisition theories and pedagogical practices, for the benefit of teachers and learners, in order to achieve more successful L2 sound acquisition from early childhood.

Biografie autore

Thaiza Barros, Pontifícia Universidade Católica de São Paulo

Thaiza Barros is a doctoral student in Applied Linguistics and Language Studies at the Pontifical Catholic University of São Paulo (PUC-SP), where she also earned her master’s degree in the same field. Her research focuses on the acquisition of second-language (L2) sounds by children in bilingual school settings. Thaiza is a member of the Speech Studies Research Group (GeFALA) and the Integrated Laboratory for Acoustic Analysis and Cognition (LIAAC), both affiliated with LAEL/PUC-SP. In addition to her academic work, she teaches very young learners at a bilingual school, where she applies her research insights to classroom practice.

Sandra Madureira, Pontifícia Universidade Católica de São Paulo

Atualmente é professora titular do Departamento de Linguística da PUCSP e professora do Programa de Estudos Pós-Graduados em Linguística Aplicada da PUCSP. Tem experiência na área de Linguística e Linguística Aplicada. É fundadora e líder do Grupo de Pesquisa em Estudos sobre a Fala (GeFALA), pesquisadora do Grupo de Pesquisa em Análise e Modelamento Dinâmicos da Prosódia da Fala, fundadora e coordenadora do Laboratório Integrado de Análise Acústica e Cognição (LIAAC) e membro da Luso Brazilian Association of Speech Sciences (LBASS). É editora da Revista Intercâmbio em Linguística Aplicada da Pontifícia Universidade Católica de São Paulo e exerce atividades nas comissões editoriais de periódicos científicos. Desenvolve pesquisa no campo da Fonética Experimental, abordando como temas principais a Expressividade da Fala, a Expressão Facial de Emoções e Atitudes, o Simbolismo Sonoro, as Qualidades de Voz, a Entoação, a Aquisição de Sons de L2, a Variação Fonética e os Distúrbios de Fala.

 

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Pubblicato

2026-02-11

Come citare

Barros, T., & Madureira, S. (2026). Possible implications of the SLM and SLM-R for Bilingual Education. Intercâmbio, 57, e73110. https://doi.org/10.23925/2237-759X2025V57e73110

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V. 57 (2025): Fluxo contínuo

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Artigos

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Copyright (c) 2025 Thaiza Barros, Sandra Madureira

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TQuesto lavoro è fornito con la licenza Creative Commons Attribuzione 4.0 Internazionale.