Monograph presented as partial requirement for obtaining a Certificate of Completion of Graduate Course Lato Sensu in Interdisciplinary Clinic with Baby – Physical Health and Psychic in Early Childhood (From birth to three years old).
Academic Advisor: Professora. Dra. Erika Parlato Oliveira
In thirty years (1980-2010) working with children in nurseries and preschools, part-time and full-time, with ages ranging from three months to six years old, I have observed a phenomenon that has been occurring since the end of the last decade and that in these last ten years, has intensified more and more – the search from parents of children aged three for schools called bilingual, English-speaking. It is important to note from the outset that many of these parents belonging to the higher classes of our society, are not of native English speakers, nor speak the language with fluency.
What are the reasons that lead these parents to take such a decision with respect to their young children?
A component of attitude towards a language, in this case English, concerns the importance given to it in the context of the social imaginary, and which is justified by representation, socially constructed, of its usefulness.
For these parents, the “elite bilingual education”, in this case English, is considered a prestigious language, and is used as a means of communication during the teaching- learning process. It would meet the growing demands of a globalized world, preparing thus the children for a bright future in which the English spoken by them would be fluent and without accents from their mother tongue.