Práticas translinguísticas na educação de imigrantes adultos surdos
DOI:
https://doi.org/10.1590/1678-460x202359764Palavras-chave:
intramodal translanguaging; visually-oriented; folk high school; deaf education.Resumo
Nesta última década, a Suécia tem recebido muitos imigrantes surdos com competências linguísticas e educacionais muito diversas. No entanto, ao chegarem à Suécia espera-se que todos aprendam a Língua Gestual Sueca (STS) e sueco. Neste estudo usamos dados do projeto Mulder – um projeto de investigação de quatro anos com o objetivo de gerar conhecimento sobre a situação multilíngue dos imigrantes surdos na Suécia. O foco está em duas instituições públicas de educação para adultos com programas específicos para imigrantes surdos. Neste artigo descrevemos a organização da educação para adultos imigrantes surdos na Suécia e o desenvolvimento das práticas translinguísticas nesse contexto. Os resultados sugerem que a transferência linguística é comum e surge naturalmente em turmas multilingues, mas indicam também que as oportunidades translinguísticas dependem muito das competências linguísticas individuais dos participantes e de haver entre eles uma ou mais línguas comuns, ou uma língua franca. Descobrimos também que a prática translinguística nem sempre ajuda a aprendizagem quando os professores não estão conscientes e conhecem as línguas que se misturam.
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