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This paper presents the observation data obtained in a first grade classroom of a bilingual immersion elementary school (Brazilian Portuguese/English) in Florianopolis (SC, Brazil). The main goals of this study are: a) to present all the recorded observations and to discuss these data based on the selected theoretical framework; b) to review concepts of literacy and bilingualism according to the following authors: Scliar Cabral (1982, 1984, 1985, 1989 e 2003), Landsman (1998), Dehaene (2007); Saunders (1988), Riehl (2004), Bosch e SebastianGalles (2001) e Poulin-Dubois e Goodz (2001). Method: observation protocols were used for the descriptive recording of the data collected at the school with 16 students and 2 teachers. The data were analyzed and compared to the theoretical framework of literacy and bilingualism. The results confirmed that a better adaptation and a longer period of permanence at that school have helped the development of reading and writing skills (14 students have been studying at the school since they were 3 years old and two have just been enrolled for the last six months).

"Teacher, How to Do The 'Pernas' IN English?" Um Estudo com Crianças Bilíngües da 1.ª Série do Ensino Fundamental.