SECOND LANGUAGE LEARNING IN CHILDHOOD: COGNITIVE DEVELOPMENT AND REFLECTIONS ON THE TEACHER’S ROLE

Abstract

Starting to learn a second language in childhood is an aspect to be reflected in the current context, considering that globalization allows the expansion of understanding the world, considering language as a mediator between people. Therefore, this study aims to carry out a theoretical survey in order to understand the importance of learning a new language, during childhood and at school, expanding to analyze the cognitive development of children who learn a second language. It is also necessary to highlight that the mental complexity arising from foreign language learning helps creative development during activities, as well as enabling the anticipation of nominal realism. For all these aspects of the cognitive field to be achieved, it is necessary to have the mediation of a teacher, who realizes the development of language and the psychic changes promoted by the learning of another language. Finally, with this study, it is intended to contribute with new reflections about the cognitive development of children from the development of learning a foreign language, as well as to show that teaching doesn’t bring cognitive harm to children since kindergarten, because there will be a mediation of a basic education professional with complete and critical training.