Pomerisch Språk Urer Portugijsisch? Interação comunicativa em crianças pomeranas bilingues com transtorno do espectro autista

• Ano de defesa: 2019
• Autor(a) principal: Hartwig, Mayck Djunior
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Psicologia; Centro de Ciências Humanas e Naturais; UFES; Programa de Pós-Graduação em Psicologia
• Palavras-chave em Português: Transtorno do espectro autista; Comunicação; Bilinguismo; Língua pomerana; Pomeranian language; Bilingualism; Communication; Autism Spectrum Disorder; subject.br-rjbn; Psicologia
• Link de acesso: http://repositorio.ufes.br/handle/10/14159

It is a study carried out with pomeranian children diagnosed with Autistic Spectrum Disorder (ASD) living in a city in Espírito Santo, known as the most pomeranian in Brazil, where a large part of the population has simultaneous bilingualism – Portuguese-Pomeranian. In this population some questions have been presented in a challenging way, such as the high failure rate, teachers who do not speak Pomeranian and present difficulties in communication and interaction with the Pomeranian children in the initial grades, followed by the increasing number of children diagnosed with ASD in the last 10 years. Given the context and considering the importance of quality in the interaction and communication with children with ASD, the objective of this research was to evaluate the frequency and variance of the behaviors leading in to communication, based on interactions in Pomeranian (L1) and Portuguese Language (L2), identifying differences in the quality of interactions observed in both languages. Three boys participated, two with 9 and one at 10 years old, Pomeranian-Portuguese bilinguals, diagnosed with ASD and assisted by health professionals. The results point to a higher frequency of nonverbal communication behaviors in activities mediated in the Pomeranian language (L1), which this study relates to the affective variable involved in the child's parental relationships, important for strengthening affective connections and maintaining engagement in the social interaction.