The Inclusion of Students with migratory experience: need for tools for Educational Assessment and Intervention

Abstract

It is important scientific and, above all, on a social perspective and to produce knowledge and suggest solutions enabling respond to the main problem of this research: "How to identify and thereby develop prevention methods regarding to overcome learning disabilities of second language (L2) learners, in school context, taking into account the premise of different cognitive performances (the highest level of "competence") and different psychosocial predispositions and thus, several verbal behaviours due to psychological, cognitive and linguistic factors?” Method: 61 participants second language learners (Experimental Group) and 82 native and monolingual individuals (Control Group), aged between 7 and 30 years. It was developed a battery of 12 tests to observe, at different degrees of language development, the phonological awareness of the participants, according to the factors age, gender, nationality and native language spoken by individuals. The test appears to be programmed in an electronic format to determine the profile accuracy of sounds, control of recording the answers and report the time spent for each test. From the application of the tests battery, we found that the sample with migratory experience presents lower performance (with a lower degree of acceptability) toward the sample of native and monolingual (Portuguese) which suggests clear indication that L2 learners have the conditions that require school support especially given the differences in competence and performance among the age brackets. Naturally the L2 learners are students at risk regarding the literacy skills development, determining the academic performance and their inclusion.