Oral communication in YL classroom: understanding the use of L1 and maximizing the use of L2

1 O al Communica ion in he YL Class oom: Unde s anding he use o L1 and maximising he use o L2. Ca la So ia Bei o da Cunha Rela ó io de Es ágio em Mes ado em Ensino de Inglês do 1º Ciclo do Ensino Básico ___________________________________________________ Ma ço 2017 i Resea ch p ojec wo k submi ed in ul ilmen o he equi emen s o he deg ee o Mas e in Teaching English in he 1s Cycle o Basic Educa ion pe o med unde he academic guidance o P o . D a. Ca olyn Leslie and o P o . D a. Ana Ma os. ii Dedica ed o my mo he who always encou aged me o ne e gi e up and who I miss so deeply. iii ACKNOWLEDGEMENTS I would like o exp ess my since e hank you o my amily wi hou whom I migh ne e ha e ul illed my d eams and o my boy iend who was always pa ien and a ailable o help me. I would also like o hank my school, my s uden s and all he eache s who allowed me o s a his jou ney and wi hou whom his p ojec would no be possible. i ORAL COMMUNICATION IN THE YL CLASSROOM: UNDERSTANDING THE USE OF L1 AND MAXIMISING THE USE OF L2. CARLA CUNHA ABSTRACT KEYWORDS: o al communica ion, pee in e ac ion, L2 use, lea ne s’ awa eness, sel - con idence, di icul ies in lea ning. The p esen esea ch p ojec in es iga es o al communica ion in he young lea ne class oom, seeking o unde s and in which con ex s and o wha easons L1 is used and simul aneously o maximise he use o L2 as he main language in class. The esea ch p ojec was de eloped in a s a e p ima y school du ing he i s school e m and in ol ed a g oup o 25 lea ne s a ending he hi d g ade. O al asks in pai s and g oups became pa o egula wo k in he class oom and a numbe o class oom s a egies we e implemen ed o maximise L2. The da a was collec ed om a p e-s udy ques ionnai e, a mid-s udy ques ionnai e, audio eco dings and a eache ’s jou nal. The audio eco dings we e analysed quan i a i ely o check he use o he mo he ongue and h ee exce p s we e ansc ibed and analysed quali a i ely o e i y p og ess in speaking he a ge language. Resul s concluded ha young lea ne s used L1 as a s a egy o sol e communica ion p oblems and o e come di icul ies in lea ning when engaged in pee in e ac ion. Analysis o in e ac ions showed ha young lea ne s used L2 in o de o help hei pa ne s by p o iding language o e o mula ing pee ’s discou se. Fu he analysis o hese in e ac ions sugges ed ha sel -con idence issues in using he a ge language may be he esul o lea ning gaps. The main conclusion o his s udy is ha i is possible o educe he use o L1 in he young lea ne s’ class oom, al hough i is essen ial o aise lea ne s’ awa eness o he use o English in o de o maximise L2. COMUNICAÇÃO ORAL NO ENSINO PRECOCE: COMPREENDER O USO DA LÍNGUA PORTUGUESA E MAXIMIZAR O USO DA LÍNGUA INGLESA. CARLA CUNHA RESUMO PALAVRAS-CHAVE: comunicação o al, in e ação en e pa es, uso de L2, consciência dos ap enden es, au oes ima, di iculdades de ap endizagem. O p esen e es udo é uma in es igação no âmbi o da comunicação o al no Ensino p ecoce pa a comp eende em que con ex os e po que azões o Po uguês é u ilizado e simul aneamen e pa a maximiza o uso do Inglês como língua p edominan e na sala de aula. O p oje o de in es igação desen ol eu-se numa escola p imá ia pública du an e o p imei o pe íodo do ano le i o e en ol eu um g upo de 25 alunos que equen a am o 3º ano de escola idade. O abalho o al em pa es e g upos o nou-se habi ual na sala de aula e implemen ou-se um conjun o de es a égias pa a maximiza o Inglês. A in o mação ecolheu-se a a és de ques ioná ios p é-es udo, ques ioná ios a meio do es udo, egis os áudio e um jo nal do p o esso . Os egis os áudio o am analisados quan i a i amen e pa a e i ica o uso da língua ma e na e ês exce os o am ansc i os e analisados quali a i amen e pa a e i ica um p og esso na o alidade da língua-al o. Os esul ados concluí am que os ap enden es usam o Po uguês como es a égia pa a esol e p oblemas de comunicação e supe a di iculdades de ap endizagem na in e ação o al. A análise de in e ações e elou que os ap enden es u ilizam o Inglês pa a ajuda o colega ao p o idencia -lhe con eúdo ou e o mula o seu discu so. Uma análise complemen a des as in e ações suge iu que p oblemas de au oes ima ao u iliza a língua-al o podem de i a de alhas na ap endizagem. A p incipal conclusão des e es udo é que é possí el eduzi o uso do Po uguês no Ensino p ecoce, con udo é essencial desen ol e a consciência dos ap enden es quan o ao uso do Inglês de o ma a maximiza a língua inglesa. i TABLE OF CONTENTS In oduc ion………………….………………………………………………… 1 Chap e I: Li e a u e Re iew………….…………………………....…………. 3 I.1. The use o L1………………………………………….………...... 3 I.2. The use o L2………………………………………….…………. 4 I.3. Encou aging L2 speaking in he class oom………………………. 5 Chap e II: The Ac ion Resea ch………….…………………………………… 7 II.1. Con ex ……….…………………………………………….….… 7 II.2. Me hodology………….…………………………………….……. 8 II.2.2. Da a Collec ion Tools…………….……………………. 9 II.2.2.1. Class oom S a egies………………….……… 9 II.2.2.2. O al Tasks……………………………………. 10 II.2.2.3. P e-s udy Ques ionnai e………………....……. 11 II.2.2.4. Mid-s udy Ques ionnai e………….…………. 11 II.2.2.5. Audio Reco dings…………….…….…….…. 11 II.2.2.6. Teache ’s Jou nal……….………………...…. 12 II.3. Resul s……………….………………...…………….…………… 13 II.3.1. P e-s udy and Mid-s udy ques ionnai e……….……...… 13 II.3.2. Audio Reco dings……………….……………….……... 15 II.3.3. Audio Reco ding Exce p s…………………….………. 17 II.3.3.1. Audio Reco ding Exce p 1………………. ….. 17 II.3.3.2. Audio Reco ding Exce p 2………………. ….. 18 II.3.3.3. Audio Reco ding Exce p 3…………………... 19 II.3.4. Teache ’s Jou nal………….………….……….………... 21 II.4. Discussion and Conclusion……………………….………………. 23 II.4.1. Unde s anding he use o L1…………………………… 23 II.4.2. Maximising he use o L2……………………………… 24 II.4.3. Limi a ions and sugges ions o u he esea ch………. 25 Re e ences…………….………….……………….……………….……….… 28 Lis o Tables…………………………………………………………………... 30 Appendix A: Pa en s Le e o Consen ……………………………………. ….. 31 Appendix B: S uden s Le e o Consen …………………………………….… 32 Appendix C: P e-s udy Ques ionnai e………………………………….……… 33 ii Appendix D: Mid-s udy Ques ionnai e………………………………….……. 34 Appendix E: O al Tasks………………………………………………….……. 35 Appendix F: Teache ’s Jou nal…………………………………………...……. 38 Appendix G: Beha iou Boa d Race…………………………………….……. 39 Appendix H: English Wo d Box……………………………………….….…… 40 Appendix I: Puppe s……………………………………….…………………… 41 Appendix J: Ca d wi h lags o Po ugal and The Uni ed Kingdom…………… 42 iii LIST OF ABBREVIATIONS L1 Fi s language L2 Second o o eign language YL Young lea ne 7 Chap e II. The Ac ion Resea ch II.1. Con ex This esea ch p ojec ook place in a Po uguese s a e p ima y school - EB1/JI Vale G ande in Odi elas. This school is loca ed in a small neighbou hood and i is composed o ou classes only, howe e i has a Class Pa en Rep esen a i e Associa ion which akes a e y ac i e and coope a i e ole in de eloping ac i i ies in pa ne ship wi h he school boa d. The e o e, i is possible o a i m ha he ela ionship be ween he school boa d and he pa en s is close and bo h pa ies con ibu e o main aining a happy lea ning en i onmen which is bene icial o he child en. The pa icipan s in ol ed in his esea ch p ojec s udied in a 3 d g ade class o 25 lea ne s, 16 gi ls and 9 boys wi h no Special Educa ional Needs lea ne s. The class had been lea ning English since 1s g ade h ough A i idades de En iquecimen o Cu icula , he school g oup’s a e -school ime able o ee ac i i ies, ha ing had a o al o wo one-hou lessons a week. The e o e, he g ea majo i y o lea ne s we e amilia wi h some basic English. In addi ion, he class was al eady amilia wi h me as I was hei eache in he 2nd g ade. By he ime lea ne s eached 3 d g ade he English language had become compulso y in he Po uguese cu iculum. Howe e , he numbe o lessons emained he same. A his poin , lea ne s s a ed lea ning English in a mo e o mal con ex in which he eache planned lessons acco ding o he cou se book Le ’s ock! (Ab eu & Es e es, 2016) and he Me as [S a e Cu iculum] objec i es: a A1 le el o he Common Eu opean F amewo k o Re e ence (B a o, C a o & Dua e, 2015). Addi ionally, lea ne s we e assessed 65% on w i en es s, 20% on a endance, beha iou and esponsibili y, 8% on lis ening es s and only 7% on spoken p oduc ion in he class oom. As a as eaching young lea ne s is conce ned, he objec i es and aims ela ed o de eloping speaking seemed o be e y simplis ic and limi ed wi h ew oppo uni ies o imp o emen . The cu iculum emphasises lexis and g amma whe eas spoken in e ac ion and p oduc ion is explained e y b ie ly h ough he use o sounds, hy hms and in e ac ion wi h he eache using simple s uc u es. Fu he mo e, he eaching 8 app oach adop ed in he class in ol ed in his s udy ocuses on de eloping lea ne s’ w i ing skill, gi ing li le impo ance o he spoken p oduc ion. The impo ance gi en o speaking seemed o be diminished and i migh well be he eali y in o he Po uguese s a e p ima y schools. Ne e heless, he ac ha speaking was conside ed an unexplo ed skill in his class u ned ou o be an app op ia e example o de elop his s udy. II.2. Me hodology Acco ding o Anne Bu ns (2010), i is impo an o esea che s o ha e a mo e ealis ic iew o and eel o he con ex whe e he s udy has aken place. The e o e, ac ion esea ch was he adop ed o m o esea ch chosen o his p ojec as i p o ides a holis ic iew o he opic unde in es iga ion, akes in o accoun he con ex whe e he esea ch akes place and also emphasizes he alue o he eache . Using ac ion esea ch helps you become a be e eache in ha i makes you e lec no only on you eaching skills bu also on you sel as a eache and, by ha ing a g ea e unde s anding o he esea ch con ex , i helps you imp o e lea ne s’ language lea ning (Bu ns, 2010). In o de o moni o all s eps h oughou ou esea ch, i is impo an o de ine and sys ema ize an ac ion esea ch plan. The ollowing able p esen s he ou s eps in he design o his esea ch p ojec , so as o de e mine in which con ex s lea ne s ended o use L1 in he class oom and, secondly, o apply s a egies o maximise he use o L2 as he main language. The nex sec ion conside s he ype o ools used o ob ain da a om he p esen esea ch p ojec in mo e de ail. Table 1 Ac ion Resea ch Plan. Adap ed om Anne Bu ns (2010). S ages Desc ip ion Planning Iden i ying a p oblem When do lea ne s use L1 du ing o al communica ion and in e ac ion in he class oom? Is i possible o educe he mo he ongue and maximise L2 as he main language? Ac ion De elop a plan To iden i y when lea ne s use L1 du ing o al communica ion and in e ac ion. To de ine and apply s a egies o maximise L2. Implemen da a collec ion ools: p e-s udy ques ionnai e 9 Obse a ion Collec da a Implemen da a collec ion ools: mid-s udy ques ionnai e, audio eco dings and a eache ’s jou nal. Re lec ion P o ide esul s Re lec and conclude on he da a collec ed and on he implica ions o he esea ch s udy and possibly s a on a new cycle o esea ch. II.2.1. Da a Collec ion Tools In o de o maximise he use o L2 as he main language, class oom s a egies we e implemen ed. The da a collec ion ools chosen o ob ain quan i a i e da a we e a p e-s udy ques ionnai e, a mid-s udy ques ionnai e and audio eco dings. Whe eas quan i a i e esea ch p o ides numbe s, quali a i e esea ch is also essen ial o ge mo e de ailed in o ma ion. The e o e, a eache ’s jou nal and h ee audio eco dings exce p s we e used as quali a i e esea ch ools. Du ing Sep embe , pe mission was sough om pa en s, om he school boa d and also om child en. Acco ding o Pin e (2011), besides ob aining consen , i is impo an ha eache s also explain o he child en h oughou he esea ch p ojec why hei con ibu ion is aluable and make su e lea ne s unde s and all he objec i es. The le e s o consen o pa en s and s uden s a e p esen ed in Appendices A and B. In s uden s’ le e s o consen , lea ne s we e able o choose pseudonyms which a e used in his esea ch p ojec wo k. II.2.1.1. Class oom S a egies B own (1994) a gues eache s should implemen many s a egies o cap u e lea ne s’ a en ion in o de o mo i a e and make hem in e es ed in he lesson. S a egies ha appeal o lea ne s’ in e es s may ha e a posi i e impac on he p og ess o lea ne s’ speaking skill and enhance hei language lea ning. The e o e, a ca d wi h lags o Po ugal and he Uni ed Kingdom o swi ch a he beginning o e e y lesson was in oduced so lea ne s emembe ed hey had o use L2 and acknowledged he exp ession “Speak English” (Appendix J). A beha iou ace was se up o encou age lea ne s no only o beha e well bu also o mo i a e hem in speaking mo e English. A he end o e e y lesson, lea ne s we e asked no only o e lec on hei beha iou bu also i hey spoke L2. The boa d ma ke s mo ed o wa d o back acco ding o hei pe o mance in class (Appendix G). 10 Acco ding o Read (2005), in o de o manage child en posi i ely, eache s should be able o main ain a happy wo king en i onmen in which lea ne s a e engaged in meaning ul ac i i ies and eel mo i a ed o lea n. In No embe , lea ne s who said hey we e mo e insecu e in using L2 on he p e-s udy ques ionnai e we e assigned leade oles and we e esponsible o beha iou managemen and checking L2 use in pai and g oup wo k speaking ac i i ies. E en hough he ques ionnai e emained anonymous, he ac ha I was amilia wi h he class mean i was possible o iden i y who hese lea ne s we e. By choosing hem as leade s I would e i y why hey el insecu e in speaking English in class and i he e was a p og ess in hei L2 use. Addi ionally, wo puppe s we e in oduced o enhance lea ne s’ speaking skill and o encou age lea ne s o speak L2 (Appendix I). The puppe s we e used by he eache o model he o al asks and also used by lea ne s in u ns while hey we e engaged in pai and g oup wo k. Las ly, an “English wo d box” was used wi h he pu pose o asking lea ne s o hink abou new wo ds and exp essions ela ed o subjec s augh in lessons hey would like o lea n and pu hem in he box (Appendix H). A e wa ds, di e en lea ne s we e chosen o ind ou he meaning o hose wo ds and exp essions in English a home and sha e hem in he nex lessons so he ocabula y could be used in speaking ac i i ies. II.2.1.2. O al Tasks F om No embe onwa ds, h ee pai and wo g oup o al asks we e in oduced in o de o de elop lea ne s’ speaking skill. Tasks help child en de elop hei in e ac ional skills as hey equi e ha lea ne s exchange messages o achie e some goal (Moon, 2002). Acco ding o Moon (2002), child en need o unde s and no only he goal o a ask bu also he language used. The e o e, he ocabula y was ela ed o subjec s augh in lessons and lea ne s had o use simple and clea s uc u es. In addi ion, asks we e se up in o de o be un and mo i a ing o lea ne s. Role-plays, ec ea ion o dialogues and speaking games we e used. Each ask was modelled on he boa d by he eache using puppe s be o e lea ne s we e engaged in pai and g oup wo k. In o al ask 1, lea ne s we e engaged in g oups o ou and played a game ela ed o eelings ocabula y using dices. In o al ask 2, he class was se up in pai s and lea ne s played a guessing game using class oom objec mini lashca ds. In o al ask 3, lea ne s did a dialogue building speaking ac i i y in pai s. In o al ask 4, lea ne s we e 11 engaged in pai s and did a ole-play game using class oom objec mini lashca ds. In o al ask 5, he class was se up in g oups o ou and did a speaking ac i i y using o une elle s. The o al asks a e p esen ed in Appendix E. II.2.1.3. P e-s udy Ques ionnai e Be o e he esea ch s a ed, lea ne s we e gi en a p e-s udy ques ionnai e a he beginning o Oc obe o ind ou wha hey hough abou using L1 in class oom and whe he hey el i was impo an o use i and, i so, why. The p e-s udy ques ionnai e had se en closed ques ions in which lea ne s we e asked o colou smiley aces acco ding o hei answe s: a happy ace o “yes”, a no so happy ace o “some imes” and a sad ace o “no”. Addi ionally, wo “Why?” and “When?” open ques ions we e in oduced o analyse lea ne s’ pe sonal opinions and how hey could di e . Kelle (2005) a gues i is impo an o engage child en in hei own esea ch and no es ha , i ques ioned in a manne hey can unde s and, hey can p o ide eliable answe s. The e o e, he ques ionnai e had clea and child iendly language as i was simple and quick o lea ne s o comple e and i was also easy o analyse all he da a collec ed. Numbe s we e calcula ed o he closed ques ions and lea ne s’ open answe s we e ead and analysed epea edly. A e wa ds, hey we e alloca ed in o six ca ego ies. The p e-s udy ques ionnai e is p esen ed in Appendix C and esul s in able 2. II.2.1.4. Mid-s udy Ques ionnai e The mid-s udy ques ionnai e was used in he middle o No embe and i sough o e i y i lea ne s had changed hei a i udes owa ds he use o L1. Unlike he p e- s udy ques ionnai e, he mid-s udy ques ionnai e was dis ibu ed du ing he second phase o maximising L2, hus he aim was o look o less use o L1 in he class oom. The in o ma ion ga he ed had he pu pose o de e mining i he class oom s a egies as well as he wo k done in class we e encou aging lea ne s o use he a ge language. A second goal was o check i he e was a de elopmen in lea ne s’ speaking skill. Al hough bo h ques ionnai es we e iden ical o be easie o lea ne s o comple e, ques ions 1 and 8 we e sligh ly changed o make lea ne s hink i hey we e ying o use mo e English in he class oom. Numbe s we e calcula ed o he closed 12 ques ions and lea ne s’ open answe s we e ead and analysed epea edly. A e wa ds, hey we e alloca ed in se en ca ego ies. The mid-s udy ques ionnai e is p esen ed in Appendix D and esul s in able 2. II.2.1.5. Audio Reco dings My cell phone was used o eco d 9 pai s and 4 g oups o ou lea ne s each du ing o al asks and all eco dings had an a e age o hal a minu e du a ion. In o al, eigh een lea ne s we e eco ded in pai s and six een in g oups. The ocus was o eco d as many di e en lea ne s as possible in o de o ga he a g ea e numbe o u e ances and na u al eac ions. Addi ionally, he aim was o unde s and how equen ly L1 was used and o conclude i i was used o he same pu poses h oughou he lessons. A second goal was o con i m whe he he a ge language was used wi hou he supe ision o he eache and i lea ne s we e able o sol e communica ion p oblems. The audio eco dings we e i s ly analysed quan i a i ely using a g id o check i e L1 ca ego ies ha we e chosen acco ding o he mos equen uses in he young lea ne class oom om my eaching expe ience: L1 o code-swi ch, L1 o help he pa ne , L1 when eeling upse o us a ed, L1 when o ask and o he use o L1. Addi ionally, h ee L2 uses we e included: L2 as class oom language, L2 o gi e ins uc ions and o he uses o L2. A e wa ds, h ee audio eco ding exce p s we e analysed quali a i ely o check he p og ess o English use o e ime. II.2.1.6. Teache ’s Jou nal Acco ding o Tice (2011), he pu pose o a eache ’s jou nal is o de elop ou e lec i e eaching as i os e s sel -assessmen o ou own p ac ices and helps us, as eache s, o change and imp o e ou eaching skills. The e o e, he eache ’s jou nal p esen ed in Appendix F was used o make no es a e e e y lesson and o desc ibe lea ne s’ esponses du ing lessons which, in my opinion, we e ele an o his esea ch p ojec aim. Addi ionally, i helped me o ganize my hough s in o a cohe en s uc u e o e lec and conclude on my lesson plans’ s eng hs and weaknesses. The esul s a e p esen ed by ansc ibing and analysing no es om my eache ’s jou nal. 13 II.3. Resul s The ollowing sec ion analyses he esul s o he da a collec ed ha aimed o ga he in o ma ion abou he wo ques ions on which his s udy is based. The esul s he e o e p esen ed a e ela ed o he i s ques ion o his esea ch p ojec : 1. When do lea ne s use L1 du ing o al communica ion and in e ac ion in he class oom? II.3.1. P e-s udy ques ionnai e and Mid-s udy ques ionnai e Table 2 Resul s (exp essed as numbe s o s uden s o p e-s udy ques ionnai e and mid-s udy ques ionnai e.) Ques ions P e-s udy Ques ionnai e (23 pa icipan s) Yes Some imes No Mid-s udy Ques ionnai e (22 pa icipan s) Yes Some imes No 1- Do you like speaking English? 13 5 5 - - - 1 - A e you ha ing mo e un in speaking English? - - - 11 8 3 2 - Do you unde s and wha he eache says du ing he lessons? 9 13 1 6 13 3 3 - Do you hink he eache needs o speak Po uguese in class? 2 15 6 3 14 5 4 - Why? Yes: 1 does no unde s and and 1 unclea . Some imes: 14 do no unde s and and 1 unclea ; No: 6 no need o use L1. Yes: 2 do no unde s and and 1 unclea . Some imes: 10 do no unde s and, 2 sel -con idence issues and 2 L2 p og ess; No: 4 no need o use L1 and 1 L2 p og ess. 5 - Do you speak Po uguese in English lessons? 2 16 5 3 16 3 6 - Do you eel mo e com o able i you speak Po uguese in class? 8 10 5 7 9 6 7 - Why? O when? Yes: 1 lea ning gap, 1 does no like o speak English and 6 sel - con idence issues; Some imes: 8 lea ning gaps, 1 sel -con idence issue and 1 unclea ; No: 5 no need o use L1. Yes: 4 lea ning gaps, 2 sel - con idence issues and 1 does no like o speak English; Some imes: 7 lea ning gaps, 1 sel -con idence issue and 1 unclea ; No: 6 no need o use L1. 8 - Do you hink you can speak mo e English in class? 12 6 5 - - - 8 - A e you ying o speak mo e English in he class oom? - - - 15 3 4 14 9 - Do you speak English ou side he class oom wi h? 15 - 8 11 - 11 As able 2 shows, he esul s o bo h ques ionnai es a e e y simila . In he mid- s udy ques ionnai e, my a en ion was ocused on he second esea ch p ojec phase which sough o maximise L2 as he main language in o de o make lea ne s mo e com o able and con iden in using English in class. The e o e, one possible eason o explain why ewe lea ne s unde s ood wha he eache said du ing lessons in ques ion 2 migh ha e been ela ed o an inc easing amoun o English use o he eache . The ac ha esul s in ques ion 3 show li le di e ence in bo h ques ionnai es may ha e o do wi h lea ne s’ p e ious expe iences in he class oom. As he speaking skill seemed o be an unexplo ed skill in he class in ol ed in his s udy, possibly lea ne s we e no used o hea ing he eache using English. As a esul , he majo i y o lea ne s jus i ied hei answe s in ques ion 4 in bo h ques ionnai es saying ha some imes hey did no unde s and he eache . Howe e , i may be possible he wo k in class was g adually changing lea ne s’ opinions owa ds he use o L1. In he mid-s udy ques ionnai e, h ee lea ne s w o e “now I don’ need he eache o use i ” o “now I unde s and”, meaning hey we e p obably becoming awa e o hei p og ess in lea ning L2. Addi ionally, as he use o L2 was being maximised in he class oom and lea ne s we e encou aged and asked o use mo e English, hey may ha e ocused on hei inabili y o do so. Resul s in ques ions 5 and 6 a e also e y simila . Al hough lea ne s we e amilia wi h some basic English om p e ious yea s, hey we e no used o being asked o speak L2 in class by he eache . I may be possible lea ne s we e weak o ally and so hey used L1 because hey we e no capable o using L2 o hey we e insecu e a ying o speak English. In ques ion 7 o he p e-s udy ques ionnai e, se en lea ne s w o e “I’m a aid o speaking English”, “I’m emba assed o pa ne s making un o my mis akes” o “I’m shy”, which may sugges lea ne s had sel -con idence issues in using L2 mos ly because hey we e no used o speaking English in class. Con e sely, in he mid-s udy ques ionnai e, he numbe o sel -con idence issues in using L2 dec eased o h ee which may indica e lea ne s we e becoming com o able wi h speaking English and eeling encou aged o do so. In ques ion 8, wel e lea ne s hough hey could speak mo e English in he p e- s udy ques ionnai e, whe eas in he mid-s udy ques ionnai e i een we e making an e o o do i . This simila i y be ween esul s may indica e he class was s ill in he 15 p ocess o becoming com o able wi h he second phase o maximising L2 in he class oom. E en hough om my obse a ion lea ne s seemed mo i a ed o use mo e L2 in class, i may be possible ha hey we e no comple ely awa e hey we e in ac doing so. As can be seen in my eache ’s jou nal, “Resul s on he mid-s udy ques ionnai e showed ha , al hough lea ne s a e mo e mo i a ed in speaking English in lessons, hey a e no en i ely awa e o hei lea ning p og ess.” (Teache ’s jou nal, 05/12/2016). This small di e ence be ween esul s may be due o he lack o sel - assessmen ools o aise lea ne s’ awa eness in using L2. In addi ion, he ime be ween bo h ques ionnai es may ha e also been oo sho o make lea ne s awa e o hei p og ess in L2 use. II.3.2. Audio Reco dings Table 3 Analysis o Audio Reco dings (exp essed as numbe s o equency o L1 and L2 uses o 9 pai s and 4 g oups o lea ne s eco ded du ing he o al asks). O al Tasks Use o L1 o code- swi ch Use o L1 o help pa ne Use o L1 when eeling upse o us a ed Use o L1 when o ask O he use o L1 Use o L2 as class oom language Use o L2 o gi e ins uc ions O he use o L2 9 Reco dings in pai wo k (18 lea ne s) 3 5 2 3 8 (5 o gi e ins uc ions and 3 when using in e jec ions) 1 1 6 ( o help pa ne ) 4 Reco dings in g oup wo k (16 lea ne s – g oups o 4) 1 1 2 5 6 (4 o gi e ins uc ions, 1 o ansla e and 1 when using in e jec ions) 2 1 7 ( o help pa ne ) In pai wo k, L1 was essen ially used o help he pa ne and o gi e ins uc ions as, o ins ance, “Red é e melho.” [Red is ed]. Addi ionally, lea ne s also used code- swi ching as a s a egy o sol e communica ion p oblems. “Floo é chão, able é mesa.” [Floo is loo , able is able]. The e o e, i may be possible o a i m lea ne s some imes swi ched o L1 in en ionally o con ey he message a he han due o lea ning gaps o 16 sel -con idence issues. As can be seen in my eache ’s jou nal, “Lea ne s used L1 s a egically o ansla e, o help he pa ne and o gi e ins uc ions.” (Teache ’s jou nal, 28/11/2016). When lea ne s had di icul ies in lea ning hey ended o use L1. “Não sei o que é is o.” [I don’ know wha ’s his]. This may be due o he ac ha as lea ne s el upse o us a ed o no being able o con ey he meaning in English hey elied on L1 o do so. “Víbo a e e alguma endência pa a usa L1 quando se sen iu us ado po não se lemb a de obje os em Inglês.” [Víbo a had a endency o use L1 when he did no emembe class oom objec s in English.] Addi ionally, lea ne s used L1 in pai s when hey became awa e o a mis ake o when hey we e dis ac ed and swi ched back o L2 o sel -co ec hemsel es. “Whe e is you … ai não!” [Whe e is you … oops, no!]. These in e jec ions in L1 we e used as a s a egy so lea ne s had mo e ime o e lec abou he co ec use o English hus helping hem wi h p oduc ion o L2. In g oups, lea ne s also used L1 o gi e ins uc ions du ing asks as, o ins ance, “Tens de dize .” [You ha e o say.] o o ansla e in o de o help hei pa ne s con ey he meaning. “Es ás zangado?” [A e you ang y?]. One o he mos no iceable di e ences be ween he wo o ms o pee in e ac ion was ha lea ne s equen ly used L1 when o ask in g oup wo k. Engaging lea ne s in communica i e ac i i ies may ha e c ea ed a heal hy compe i i e en i onmen in he class oom. Howe e , when wo king in g oups, i was di icul o manage lea ne s’ beha iou and keep hem ocused in using L2. “G oups: + compe i ion, + in e ac ion, - ocus and – beha iou con ol”. (Teache ’s jou nal, 28/11/2016). As he g oups we e big, some imes leade s los ocus on asks and hey s a ed speaking in Po uguese abou a a ie y o subjec s as, o ins ance, “Es ás a passa - e ou quê? [Wha is w ong wi h you?]. Ne e heless, i was in e es ing o no ice ha lea ne s used L2 in g oups jus as equen ly as L1 o help he pa ne by epea ing wo ds o sen ences co ec ly and by p omp ing missing in o ma ion. In addi ion, lea ne s we e also becoming awa e o p onuncia ion mis akes as hey s a ed co ec ing misp onuncia ion mo e o en. E en hough he e we e less in e ac ion oppo uni ies be ween pai s, om my obse a ion i was possible o check lea ne s we e ying o speak mo e English. “In pai s, he use o L2 is as g ea as in g oups, howe e he e a e less in e ac ion oppo uni ies.” (Teache ’s jou nal, 05/12/2016). Gi en hese esul s, i may be possible o a i m lea ne s we e becoming com o able wi h using L2 as hey we e making an e o o y o speak mo e English in class. 23 3.4 Discussion and conclusion The ollowing sec ion will discuss he esul s ob ained h oughou his esea ch p ojec ha aimed o ga he in o ma ion ela ed o he wo opics on which his s udy is based. 3.4.1. Unde s anding he use o L1 Na ion (2003) a gues lea ne s use L1 o help hem build appo wi hin he class and add ess p oblems associa ed wi h hei limi ed L2 knowledge. As can be seen in p e-s udy ques ionnai e esul s, lea ne s jus i ied hei use o L1 in he class oom by saying hey had di icul ies in lea ning and hey we e shy o emba assed o making mis akes in on o hei colleagues. By he ime he mid-s udy ques ionnai e was applied, lea ne s we e possibly changing hei opinions owa ds he use o L1 as esul s o ques ion ou showed. Howe e , hey we e using L1 o he same easons as in he p e-s udy ques ionnai e. This may be due o he sho ime be ween bo h ques ionnai es. The mid-s udy ques ionnai e was used abou a mon h la e which may no ha e been enough o me o no ice a conside able di e ence a educing L1 in class and aising lea ne s’ awa eness in using L2. Acco ding o Na ion (2003), L1 can be used as a ool o discuss ac i i y managemen and i also plays a social unc ion by c ea ing a sense o g oup cohesion hus educing lea ne s’ anxie y. The audio eco dings’ analysis showed ha in pai and g oup wo k lea ne s used L1 wi h he pu pose o helping he pa ne and gi ing ins uc ions o sol e communica ion p oblems. One issue ela ed o his s udy was whe he he use o L1 in he class oom in e e es wi h L2 lea ning p ocess o is bene icial o lea ne s. Al hough lea ne s used L1 o sol e miscommunica ion du ing o al asks, i is impo an o highligh ha allowing lea ne s o use he mo he ongue equen ly in class may p o ide a sense o secu i y in lea ne s ha is no bene icial o hem. I will no only dep i e hem o expe iencing communica ing in L2 bu i will also make hem o e -dependen on L1 (Ellis & Shin ani, 2014). The eache ’s ole is o keep ein o cing he use o he a ge language in he class oom by c ea ing meaning ul ac i i ies and s a egies o appeal o lea ne s’ in e es s and mo i a e hem o speak English. 24 3.4.2. Maximising he use o L2 In open class o al wo k, lea ne s el a sense o g oup cohesion wo king wi h he eache . The e o e, hey el mo e secu e in using he a ge language and did no swi ch equen ly o he mo he ongue. “When engaged as a whole o wo king wi h he eache , lea ne s eel com o able using L2.” (Teache ’s jou nal, 13/10/2016). By es ablishing ou ines in he class oom, he eache is able o main ain a happy lea ning en i onmen whe e lea ne s enjoy being engaged in speaking ac i i ies and beha e well (Read, 2005). Assigning leade oles and in oducing puppe s we e he class oom s a egies ha may ha e encou aged lea ne s o speak L2 he mos as bo h unc ioned as a suppo o o e come lea ne s’ insecu i y. Gi ing esponsibili y o lea ne s no only may ha e ein o ced lea ne s’ pa icipa ion in class bu i may also ha e s eng hened lea ne s’ social ela ionships. Likewise, puppe s may ha e con ibu ed o c ea e oppo uni ies o p ac ice he language in a child iendly con ex ha was meaning ul o lea ne s and which hey ela ed o. As Toledo and Hoi (2016) a i m, child en eel mo e elaxed and mo i a ed speaking h ough puppe s as he “a ec i e il e ” is educed. “Once again, lea ne s we e e y mo i a ed o use he puppe s and all o hem wan ed o go o he boa d, e en insecu e lea ne s as Fada Mimi and Rod igo.” (Teache ’s jou nal, 24/11/2016). Addi ionally, puppe s may s imula e lea ne s’ lea ning and enhance hei communica i e skills as hey eel encou aged o y o speak mo e English in he class oom. (B eziga , as ci ed in Toledo and Hoi , 2016). As i was possible o check in he eache ’s jou nal, lea ne s de eloped con idence in using he a ge language by speaking h ough puppe s as hey we e no a aid o making mis akes in on o he class. “When I ga e s uden s he puppe s, I no iced ha he class in gene al el mo e elaxed o speak h ough hem.” (Teache ’s jou nal, 12/12/2016). One ques ion ha eme ged du ing he obse a ion phase o his esea ch p ojec was whe he sel -con idence issues we e ela ed o di icul ies in lea ning. Al hough lea ne s may also ha e shyness o sel -con idence issues when communica ing in L2, hei anxie y mainly a ises due o limi ed linguis ic esou ces. In audio eco dings, i was possible o no ice lea ne s had communica ion p oblems o di icul ies in lea ning which some imes lead hem o use L1. Howe e , when leade s used L2 o help hei pa ne s, lea ne s el encou aged o speak English. The e o e, lea ne s may eel 25 insecu e o speaking English due o di icul ies in lea ning and, i encou aged and helped in o de o o e come lea ning gaps, hey may educe he use o L1 o e ime. Philp, Adams and Iwashi a (2014) a gue lea ne s a oid he use o he mo he ongue when hey eel accus omed o engaging ac i i ies. As can be seen in audio eco dings, as he a ge language used in o al asks was simple and clea o lea ne s, hey became com o able using i and, as a esul , hey ied o speak mo e L2 in class. “Rinoce on e in e up ed A malina using L2 as class oom language o co ec he by saying w ong.” (Teache ’s jou nal, 05/12/2016). Acco ding o Ellis and Shin ani (2014), when lea ne s eel encou aged o use mo e L2 hey g adually become mo e compe en in inding s a egies o communica e in English. The ac ha esul s on audio eco dings showed lea ne s used L2 jus as equen ly as L1 o help he pa ne may sugges lea ne s we e making an e o o y o speak mo e English in class. “L2 o help is used qui e o en by almos all pai s and g oups o assis pa ne s in epea ing wo ds o sen ences.” (Teache ’s jou nal, 28/11/2016). 3.4.3. Limi a ions and sugges ions o u he esea ch Due o educed ime, one possible limi a ion o his s udy was ha he wo k done was no enough o help lea ne s become awa e o hei p og ess in L2 use. Acco ding o Ellis and Ib ahim (2015), he eache has a c ucial ole in de eloping lea ne s’ knowledge and sel -awa eness o hei own lea ning p ocess. By being able o do ha , “g adually he eache leads he child en o a conscious de elopmen o hei own lea ning s a egies and awa eness o how hey lea n, so hey can become mo e e ec i e and independen language lea ne s.” (Ellis & Ib ahim, 2015: 9). The beha iou ace boa d p esen ed in Appendix G unc ioned as a sel -assessmen ool as lea ne s e lec ed on hei own beha iou as well as i hey spoke L2 a he end o lessons. Howe e , i was he only sel -assessmen ool used h oughou his esea ch p ojec , he e o e i was no su icien on i s own o de elop lea ne s’ awa eness on hei L2 p og ess. One s a egy ha could ha e been in oduced was epea ing he mid-s udy ques ionnai e be o e he obse a ion phase was comple ed. Addi ionally, lea ne s could ha e sel -assessed hemsel es a e o al asks no only o make hem e lec i hey spoke English bu also o enhance hei language lea ning awa eness. B ews e , Ellis and Gi a d (2002) a gue he mo e lea ne s a e encou aged o be esponsible o hei own lea ning and assessmen , he mo e hey will unde s and language lea ning aims and 26 objec i es. By in oducing sel -assessmen asks, lea ne s could ha e become mo e awa e o hei own weaknesses and s eng hs. The e o e, hey would eel p oud o wha hey had accomplished hus imp o ing hei language mo i a ion. One da a collec ion ool ha could ha e been ad an ageous o his esea ch p ojec was in e iews. Bu ns (2010) de ines s uc u ed in e iews as con olled con e sa ions whe e he esea che wan s o ge speci ic in o ma ion om each pe son. By in e iewing lea ne s who a i med o be insecu e o speaking L2 in he p e-s udy ques ionnai e indi idually, i would ha e been possible o ge a mo e de ini e idea o wha hose child en’s needs we e. As a esul , my ocus would be on os e ing hese lea ne s’ awa eness in lea ning L2 and possibly hei g owing con idence in using he a ge language would be e lec ed on he whole class. As a eache ainee, my obse a ion and esul s on audio eco dings and on he eache ’s jou nal cla i ied my doub s as whe he i was possible o maximise he use o L2 in class and educe he mo he ongue. In oducing class oom s a egies and se ing egula pai and g oup wo k speaking ac i i ies may ha e encou aged lea ne s in ying o speak mo e English a he han elying equen ly on L1. Howe e , i is also essen ial ha eache s use assessmen ools o ein o ce language lea ning aims and objec i es o e ime, o he wise lea ne s may no be comple ely awa e o hei L2 lea ning p og ess. As he esul s sugges ed ha lea ne s bene i ed om being engaged in a pai and g oup wo k speaking en i onmen , he school could de elop a simila p ojec o see how he English language in a 4 h g ade class could be maximised. Young lea ne s ha e a sho a en ion span and hey can ge dis ac ed easily, hus one o he di icul ies ha a ose du ing speaking ac i i ies managemen , especially in g oup wo k, was o educe he use o L1 when o ask and o keep lea ne s ocused on speaking mo e English. Ne e heless, i su p ised me ha his class c ea ed a s ong cohesi e en i onmen while doing o al asks, as lea ne s ied o ind many s a egies in o de o sol e communica ion p oblems and o help pa ne s when awa e o mis akes using L2. Al hough i is no possible o gene alize such indings, as his p ojec ook place in a speci ic con ex and each lea ne is unique, i would be in e es ing o check di e ences be ween a 3 d and a 4 h g ade class. The indings in his esea ch p ojec sugges ha lea ne s’ insecu i y in speaking L2 may eme ge om lea ning gaps. One u he idea he e o e ela ed o his s udy 27 could be o de e mine he ela ionship be ween insecu i y and di icul ies in lea ning in o al communica ion in he young lea ne class oom. As a eache and as a esea che , i was qui e exci ing and mo i a ing o me o ealize ha I was able o collec in e es ing esul s wi h he wo k I did. Speaking had always been an unexplo ed skill in he class in ol ed in his s udy. Howe e , i was possible o check lea ne s we e bene i ing om p omo ing communica ion in he class oom o e ime. Lea ne s we e no only making e o s o speak mo e English in class bu hey we e also eeling encou aged o do so by being engaged in pai and g oup wo k ac i i ies. Mos impo an ly, his esea ch p ojec allowed me o unde s and he impo ance o de eloping lea ne s’ communica i e skills when lea ning a second language. Teache s should encou age lea ne s in p oducing he a ge language as i gi es hem he possibili y o sha e knowledge and hey lea n he language by lea ning o speak. 28 REFERENCES B ews e , J., Ellis, G., & Gi a d, D. (2002) The p ima y English eache 's guide. New Edi ion. England: Pea son Educa ion Limi ed. B own, H. D. (1994). Teaching by p inciples. New Je sey: P en ice Hall. Bu ns, A. (2010). Doing ac ion esea ch o English language eache s. A guide o p ac i ione s. New Yo k: Rou ledge. Came on, L. (2001). Teaching languages o young lea ne s. Camb idge: Camb idge Uni e si y P ess. Cook, V. (2001). Using he i s language in he class oom. Canadian Mode n Language Re iew, 57(3), 402-423. Cunningham, G. (2003). Vocabula y box. Re ie ed om h ps://www. eachingenglish.o g.uk/a icle/ ocabula y-box Ellis, G., & Ib ahim, N. (2015). Teaching child en how o lea n. Peaslake, Su ey: Del a Publishing. Ellis, R., & Shin ani, N. (2014). Explo ing language pedagogy h ough second language acquisi ion esea ch. Oxon: Rou ledge. Kelle , M. (2005). Child en as ac i e esea che s: a new esea ch pa adigm o he 21s cen u y? Open esea ch online. The Open Uni e si y. ESRC, UK. Law ie, F. (2004). Teaching speaking skills 2 – o e coming class oom p oblems. Re ie ed om h ps://www. eachingenglish.o g.uk/a icle/ eaching-speaking- skills-2-o e coming-class oom-p oblems Lasi o, & S o ch, N. (2013). Compa ing pai and small g oup in e ac ions on o al asks. RELC Jou nal, 44(3), 361-375. Linse, T. C., (2005). P ac ical English language eaching: young lea ne s. New Yo k: McG aw-Hill ESL/ELT. Moon, J. (2002). The use o communica ion asks in he young lea ne class oom. The IATEFL Young Lea ne s SIG Newsle e , 1-8. Moelle , A. J., & Robe s, A. (2013). Keeping in he a ge language. Facul y Publica ions: Depa men o Teaching, Lea ning and Teache Educa ion, 178. Uni e si y o Neb aska-Lincoln. Na ion, P. (2003). The ole o he i s language in o eign language lea ning. The Asian EFL Jou nal Qua e ly, 5(2), 1-7. 29 Oli e , R., & Philp, J. (2014). Focus on o al in e ac ion. Ox o d: Ox o d Uni e si y P ess. Pin e , A. (2006). Teaching young language lea ne s. Ox o d: Ox o d Uni e si y P ess. Pin e , A. (2011). Child en lea ning second languages: esea ch and p ac ice in applied linguis ics. Palg a e, Macmillan, Basings oke. Philp, J., Adams, R., & Iwashi a, N. (2014). Pee in e ac ion and second language lea ning. New Yo k and London: Rou ledge. Read, C. (2005). Managing child en posi i ely. English Teaching P o essional, 38(5), 4-7. Schwee s, C. W. (1999). Using L1 in he L2 class oom. English Teaching Fo um, 37(2), 6-13. Toledo, F., & Hoi , S. (2016). De eloping speaking skills in i s g ade: he impac o puppe s on young lea ne s’ spoken in e ac ions and mo i a ion. Camb idge Uni e si y P ess Teache Resea ch P og amme. Tice, J. (2011). Re lec i e eaching: explo ing ou own class oom p ac ice. Adul gene al English. Re ie ed om B i ish Council online web si e: h p://www. eachingenglish.o g.uk/a icle/ e lec i e- eaching-explo ing-ou - own-class oom-p ac ice h p://edglossa y.o g/lea ning-gap/ 30 Lis o Tables Table 1 Ac ion Resea ch Plan ………….………………….…………. 8 Table 2 Resul s o P e-s udy Ques ionnai e and Mid-s udy Ques ionnai e 13 Table 3 Analysis o Audio Reco dings…………………….………….… 15 31 Appendix A, Pa en s Le e o Consen Pedido de au o ização aos Enca egados de Educação Ca os pais e enca egados de educação, O meu nome é Ca la So ia Bei o da Cunha e é com mui o gos o que i ei es a com o seu educando a es agia du an e o 1º pe íodo des e ano le i o. Es ou a aze um Mes ado em Ensino de Inglês no 1º Ciclo na Faculdade de Ciências Sociais e Humanas na Uni e sidade No a, Lisboa, e o mes ado implica que du an e o es ágio aça um pequeno p oje o de in es igação. Es e p oje o se á incluído no meu ela ó io inal. O meu abalho in i ula-se O al Communica ion in YL Class oom: Unde s anding he use o L1 and maximising he use o L2 (Comunicação O al no Ensino P ecoce: comp eende o uso da Língua Po uguesa e maximiza o uso da Língua Inglesa). Venho, po es e meio, solici a a ossa au o ização pa a pode inclui o seu educando nes e p oje o que ai deco e en e se emb o e dezemb o de 2016 du an e o meu es ágio. Depois de pedi au o ização ao seu educando pa a a/o inclui no meu es udo a ecolha de dados se á e e uada median e a ealização de a i idades que p omo am a comunicação o al em con ex o de sala de aula, a im de comp eende em que si uações os alunos endem a eco e ao uso da Língua Po uguesa e de que o ma pode ão se aplicadas es a égias pa a p omo e a Língua Inglesa como língua p edominan e. Du an e as a i idades acima e e idas, os esul ados ob idos pa a o p oje o de in es igação se ão ecolhidos a a és de ques ioná ios indi iduais aos alunos, g elhas de obse ação e de g a ação somen e em áudio. A qualque momen o o seu educando pode escolhe não pa icipa . As in o mações ob idas se ão e e idas no meu ela ó io inal de mes ado e e en ualmen e em a igos académicos e con e ências. A ins i uição e odos os seus uncioná ios e as c ianças pe manece ão anónimas em qualque ci cuns ância. Se i e ques ões a coloca ag adeço que me con ac e pessoalmen e a a és da Coo denado a da Escola. Ag adeço que dê au o ização pa a que o seu educando possa pa icipa no meu p oje o de es udo. Peço que en egue es a au o ização assinada a é ao dia 30/09/2016. D a. Ca la Cunha _______________________________ P o . D a. Ca olyn Leslie O ien ado a de Es ágio FCSH, Uni e sidade No a Lisboa _______________________________ Eu, _____________________________________________________________________________ enca egado de educação de ______________________________________________________________________, decla o que ui in o mado(a) dos obje i os do p oje o in i ulado O al Communica ion in YL Class oom: Unde s anding he use o L1 and maximising he use o L2 (Comunicação O al no Ensino P ecoce: comp eende o uso da Língua Po uguesa e maximiza o uso da Língua Inglesa) da P o . Ca la Cunha e au o izo que o meu educando pa icipe. Da a: __________________________ Assina u a: ___________________________________________________________________________ 32 Appendix B, S uden s Le e o Consen Que ido(a) aluno(a), O meu nome é Ca la Cunha e escolhi a ua u ma pa a pa icipa num p oje o mui o impo an e que es ou a aze na aculdade pa a me o na P o . de Inglês de 3º e 4º ano. Du an e o 1º pe íodo ou se a ua p o esso a de Inglês, mas udo is o con a pa a a minha no a de a aliação e eu gos a a mui o de pode con a con igo e que me ajudasses a e uma boa no a! E o que é que e ás de aze ? É mui o simples! O que amos aze nes es 3 meses é: • esponde a pequenos ques ioná ios; • pa icipa em a i idades a pa es ou em g upos onde amos p a ica e ala mui o em Inglês. E como é que is o e ai ajuda ? Vais ap ende a ala melho Inglês e ambém ais sen i - e mui o mais à on ade em ala em Inglês com os colegas na sala de aula, na ua, ou a é em casa com os pais. No inal, ou analisa odos os ques ioná ios, os meus ela ó ios e as minhas abelas, que ou aze du an e as a i idades, como se ossem um “jo nal” da u ma e incluí-los no meu p oje o inal. Também amos aze mui as a i idades, mui os jogos, ou i músicas, le his ó ias po que eu que o que odos se di i am MUITO! ☺ Não e p eocupes que o eu nome não ai apa ece no meu p oje o. Se quise es, a é podes in en a um nome pa a i ao eu gos o de um he ói, um animal ou de uma p incesa! Depois não e esqueças de me dize qual é! Gos a a mui o que acei asses em pa icipa ! Os eus pais ambém já sabem do meu p oje o e a qualque momen o podes decidi que não que es pa icipa , não há qualque p oblema. Se i e es alguma dú ida podes i ala comigo que es a ei semp e disponí el pa a i. Ca la Cunha ______________________________ Que o pa icipa no p oje o de es udo da P o . Ca la Cunha Não que o pa icipa no p oje o de es udo da P o . Ca la Cunha (Pin a a ca a co e a) Da a: __________________________ Assina u a: ____________________________________________________________________________ 39 Appendix G, Beha iou Race Boa d 40 Appendix H, English Wo d Box 41 Appendix I, Puppe s 42 Appendix J, Ca d wi h lags o Po ugal and The Uni ed Kingdom