O conhecimento de duas ou mais línguas é algo muito valorizado no mundo do trabalho, assim, o interesse dos pais para que seus filhos aprendam, desde a mais tenra idade, uma língua estrangeira tem crescido. Para atender às necessidades de um mundo cada vez mais multilíngue, as escolas privadas têm incorporado a educação bilíngue na rotina das crianças. O aprendizado do alemão é visto, frequentemente, pelas famílias como um meio de assegurar aos seus filhos sucesso acadêmico, profissional e econômico no futuro. O alemão conquistou seu espaço em muitas escolas pelo Brasil, tanto no Rio Grande do Sul, estado com o maior número de imigrantes do país, como nos grandes centros urbanos. A Língua Alemã hoje é sinônimo de diferencial e a procura por ela se multiplicou nos últimos 15 anos (UPHOFF, 2011, p. 28). O presente trabalho, intitulado Rabe nicht dividieren: análise da interlíngua presente no processo de aprendizagem de Língua Alemã por crianças em uma escola bilíngue teuto-brasileira1 aborda a aprendizagem de uma nova língua em contexto de aula bilíngue. O objetivo da pesquisa foi identificar e caracterizar a vertente de educação bilíngue adotada na instituição em questão, assim como verificar e analisar os processos característicos da interlíngua que se fazem presentes na aprendizagem da Língua Alemã. Os participantes da pesquisa são alunos de uma turma do 1º ano do Ensino Fundamental e o objeto de análise são as produções orais por eles feitas ao reproduzir histórias ou descrever cenas de um livro com imagens panorâmicas. Os dados foram coletados em cinco momentos ao longo de um ano escolar. Identificou-se, a partir da análise dos dados, a ocorrência de interferências, seguida de omissões, simplificações, supergeneralizações, empréstimos e alguns casos de mistura de línguas. / The knowledge of two or more languages is something highly valued in the world of work, so the interest of parents to have their children learn, from an early age, a foreign language has grown. The insertion of children in a bilingual school context in early childhood is a current issue and has attracted the attention of parents and educators. To meet the needs of an increasingly multilingual world, private schools have incorporated bilingual education into the routine of the children. Learning German is seen by families as a means of assuring their children academic, professional and economic success in the future. German has conquered its space in many schools throughout Brazil, both in Rio Grande do Sul, the state with the largest number of German speaking immigrants in the country, and in large urban centers. The German language is seen nowadays as a differential and its demand has multiplied in the last 15 years (UPHOFF, 2011, p. 28). The present work entitled Rabe nicht dividieren: analysis of interlanguage presents in the German language learning process by children in a German-Brazilian bilingual school approaches the learning of a new language in the context of bilingual classroom. The objective of the research was to identify and characterize the bilingual education strand adopted in the institution in question, as well as to verify and analyze the characteristic interlanguage processes that are present in the learning of the German Language. Participants in the survey are children from the 1st year of Elementary School and the object of analysis is their oral productions by retelling stories or describing scenes from a wimmelbook. Data were collected at five different times throughout a school year. From the analysis of the data, we identified the occurrence of interference, followed by omissions, simplifications, supergeneralizations, loans and some cases of language mixing.

One unresolved issue in early word learning research is the relationship between word learning, categorization, and attention. Two distinct cognitive processes, attentional preferences related to categorical processing and inter-modal matching are involved in this relationship. Keeping the effects of these processes separate and controlled can be a difficult task. Not doing so can potentially confound the interpretation of research in this area. In a series of four preferential looking studies, the effects of referential assignment and novelty seeking in infancy were teased apart. In Study 1, 13-month olds preferred to look toward a monitor on which the stimuli changed category on every trial, and away from a monitor on which the stimuli were drawn from a single category. This preference developed in conditions in which infants listened to labels, non-language sound, or participated in silence. In Study 2, 18-month-olds developed the same preference when listening to non-language sounds or when participating in silence, but developed no preference when listening to labels. Results of studies 3 and 4 suggest that the lack of preference by 18-month-olds in the label condition result from competing behaviors of novelty seeking and referential assignment. / text