Alunos adultos surdos e o professor: Construção de conhecimento e significado através das lentes da translinguagem e repertórios semióticos
DOI:
https://doi.org/10.1590/1678-460x202359756Palavras-chave:
translanguaging and deaf education; translanguaging and sign languages; teaching English to sign language users; teaching deaf adults.Resumo
Este artigo é baseado em uma investigação preliminar sobre práticas de línguas de três grupos de estudantes surdos da língua inglesa, todos usuários da Língua de Sinais Britânica (BSL) e eu como professor em um cenário de educação para adultos. Estas práticas foram exploradas através de lentes da translinguagem, vista como uma descrição do processo linguístico assim como teoria da linguagem, para aprendermos melhor a utilizar todos os nossos recursos para comunicação e criação de significado. O propósito desta investigação foi aprender um pouco mais sobre como a BSL e a Língua Inglesa são usadas conjuntamente no mesmo contexto e como esta interação nos traz vantagens. Adicionalmente, consideramos a contribuição de sistemas do Inglês manualmente codificados como Sign Supported English (SSE) e Signed English (SE), juntamente com outras línguas escritas e de sinais, assim como gestos, encenação, indicação e outros recursos semióticos. Dados interativos e gravados em vídeo foram coletados em salas de aula e respaldados por anotações reflexivas e planos de aulas. Tanto as informações em vídeo, transferidas para a ferramenta de anotações multimídia ELAN, que cria transcrições alinhadas no tempo baseado em um modelo de dados em níveis, como todo o conjunto de dados escritos, foram examinados usando uma análise temática. As descobertas revelaram um quadro esclarecedor da interação entre as línguas, mas também um movimento além da linguagem como parte de um repertório semiótico mais amplo para construir significado em sala de aula.
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