scholarly journals WRITTEN PORTUGUESE LANGUAGE AS SECOND LANGUAGE

Diacrítica ◽  
2019 ◽  
Vol 32 (2) ◽  
pp. 19
Author(s):  
Izabelly C. Dos Santos Brayner ◽  
Antonio H. Coutelo de Moraes ◽  
Wanilda Maria Alves Cavalcanti
Keyword(s):  
Second Language ◽  
Theoretical Foundation ◽  
Deaf People ◽  
Linguistic Minority ◽  
Deaf Students ◽  
Educational Approach ◽  
Textual Production ◽  
Catholic University ◽  
Qualitative Descriptive ◽  
Access To Knowledge

Writing plays a fundamental role in active participation in society, since it facilitates access to knowledge. In the case of the deaf people involved in our research, this modality represents a second language, placing them in a bilingual perspective - an educational approach that guides professionals in the education of this linguistic minority. The objective of this research was to analyze the written productions of the deaf students of the Group of Studies and Practices of Language for the Deaf, Catholic University of Pernambuco, aiming at a better understanding of the obstacles to textual production learning in L2. Authors such as Brochado (2003), Lacerda (1998), Pereira and Karnopp (2012), Quadros (2004), among others, will be brought into the theoretical foundation, which will serve as a basis for discussions. The methodology adopted was qualitative descriptive. The data indicated the subjects are in stages I and II of the interlanguage, no subjects were identified in stage III. We conclude that investment is still necessary in researches that seek strategies to strengthen L2 writing by deaf people, as well as the acquisition of knowledge available mostly in written Portuguese language in several educational resources.

scholarly journals Experimentação na educação química: elaboração de sinais em libras para práticas de laboratório

2018 ◽  
Vol 2 (1) ◽  
pp. 41
Author(s):  
Geilson Rodrigues Da Silva ◽  
Talina Meirely Nery Dos Santos ◽  
Griscele Souza De Jesus ◽  
Lucas Pereira Gandra
Keyword(s):  
General Chemistry ◽  
Content Analysis ◽  
Quantitative Analysis ◽  
Bilingual Education ◽  
Sign Language ◽  
Chemistry Laboratory ◽  
Deaf People ◽  
Scientific Concepts ◽  
Deaf Students ◽  
Brazilian Sign Language

Resumo: A Química é uma Ciência com poucos sinais específicos em Língua Brasileira de Sinais para o ensino de pessoas com surdez. Essa barreira de linguagem pode ocasionar obstáculos de aprendizagem aos estudantes surdos. Sendo assim, a presente pesquisa teve como objetivos catalogar verbetes e criar sinais para a utilização em aulas práticas de Química. Para coleta de dados foram levantados os termos na literatura no dicionário ilustrado trilíngue que possuíssem relações com a disciplina de Química, ao qual foram categorizados a partir da Análise de Conteúdo, em função do seu emprego e utilização. Realizou-se a análise quantitativa dos termos mais presentes em roteiros de aulas experimentais, usadas na disciplina de Química Geral e Experimental Ida Licenciatura em Química do IFMS campus Coxim. Sendo elaborados quatro sinais de instrumentos do laboratório de Química que apresentam potencial para serem utilizados em práticas bilíngues, no ensino superior e médio.Palavras-chave: Educação Bilíngue; Formação de Conceitos Científicos; Práticas Experimentais. Experimentation in chemical education: elaboration signals in libras for laboratory practicesAbstract: Chemistry is a Science with few specific signs in Brazilian Sign Language for teaching deaf people. This language barrier can lead to learning obstacles for deaf students. Thus, the present research had as objectives to catalog entries and to create signals for the use in practical classes of Chemistry. In order to collect data, the terms in the literature in the trilingual illustrated dictionary that had relations with the discipline of Chemistry were categorized from the Content Analysis, according to their use and use. A quantitative analysis of the most present terms was carried out in experimental classes, used in the General Chemistry and Experimental I subject of the Chemistry Degree of the IFMS campus Coxim. Four signs of chemistry laboratory instruments are being developed, which have the potential to be used in bilingual practices in higher and secondary education.Keywords: Bilingual Education; Formation of Scientific Concepts; Experimental Practices. 

scholarly journals The second language acquisition: problems and challenges for Georgian Deaf community

2021 ◽  
Vol X (3) ◽  
pp. 95-100
Author(s):  
Tamar Makharoblidze ◽  
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Hard Of Hearing ◽  
Native Language ◽  
The State ◽  
Short Paper ◽  
Deaf People ◽  
Key Issues ◽  
State Language

As stated in the title, the paper is devoted to the issue of second language acquisition by Deaf people in Georgia, describing the current situation and the challenges. There are about 2500 Deaf and hard of hearing residents in Georgia. Being the linguistic minority in the country, these people communicate with each-other in the Georgian Sign Language – GESL. The second native language for local Deaf and hard of hearing people is the Georgian spoken language – the State language. In many countries Deaf people are bilingual, while it is hard to consider the local Deaf and hard of hearing people bilingual, as the knowledge of spoken Georgian on the level of a native language among the Deaf residents is not observed. Unfortunately in Georgia there are no studies concerning the second language acquisition for Deaf and hard of hearing people. The main problems are the agrammatism in written communication on the state language and the ignorance of deferent hierarchical levels of spoken Georgian. This short paper offers the key issues for the plan of strategy of spoken Georgian acquisition for local Deaf and hard of hearing residents.

scholarly journals Representações sociais e educação ambiental: surdos no filme A gangueSocial representations and environmental education: deaf on the film The tribe

2018 ◽  
Vol 35 (1) ◽  
pp. 76-91
Author(s):  
Saionara Figueiredo Santos ◽  
Fabiana Paula Bubniak ◽  
Bruno Panerai Velloso
Keyword(s):  
Popular Culture ◽  
Environmental Education ◽  
Social Representations ◽  
Linguistic Minority ◽  
Deaf Students ◽  
Santa Catarina ◽  
Theoretical Approaches ◽  
Federal Institute ◽  
The Social ◽  
Cultura Popular

Este artigo é reflexo do aprofundamento do estudo apresentado no VII Encontro e Diálogos com a Educação Ambiental. Neste pretendemos destrinchar as representações sociais de sujeitos surdos, presentes no filme A Gangue (2014).. A partir do projeto de extensão intitulado “Cineclube Surdo”, executado junto aos servidores e alunos do Instituto Federal de Santa Catarina, campus Palhoça Bilíngue (o qual atende surdos em sua prioridade), tínhamos como objetivo principal apresentar à comunidade produções cinematográficas realizadas por sujeitos surdos ou que representem a cultura dessa minoria linguística. No caso do filme A Gangue, este estava entre estas produções o filme escolhido para ser objeto de análise deste estudo. Assistiram este filme alunos surdos e ouvintes e servidores do campus, além de membros das associações de surdos catarinense. Após assistirem o filme, foi realizado um debate orientado por questões acerca da representação dada ao surdo, a estética dada a esta temática e a linguagem utilizada. A discussão foi estimulada, focada na representação surdo como criador no campo da arte e da importância do ensino de técnicas audiovisuais que podem dar voz a esse público na cultura popular. Neste estudo, buscamos articular as falas coletadas destas discussões com as abordagens teóricas da Educação Ambiental, evidenciando novas perspectivas de articulação e o seu caráter transcendental. This article reflects the deepening of the study presented at the VII Meeting and Dialogues with Environmental Education. In this we intend to unravel the social representations of deaf subjects, present in the film The gang. From the extension project "Cineclube Surdo", executed with the servers and students of the Federal Institute of Santa Catarina, campus Palhoça Bilingual (which attends deaf in its priority), we had as main objective to present to the community cinematographic productions made by subjects deaf or representing the culture of this linguistic minority. In the case of the film The gang, this was between these productions the film chosen to be object of analysis of this study. This film was watched by deaf students and listeners and servers of the campus, as well as members of associations of the deaf from Santa Catarina. After watching the film, a debate was conducted, guided by questions about the representation given to the deaf, the aesthetics given to this theme and the language used. The discussion was stimulated, focused on deaf representation as a creator in the field of art and the importance of teaching audiovisual techniques that can give voice to this public in popular culture. In this study, we sought to articulate the statements collected from these discussions with the theoretical approaches of Environmental Education, evidencing new perspectives of articulation and its transcendental character.

The Critical and Historical View in Communities of Practice (CoP) for the Development in Education

2010 ◽  
pp. 301-316
Author(s):  
Neli Maria Mengalli ◽  
José Armando Valente
Keyword(s):  
Cultural Practices ◽  
School Management ◽  
Educational Approach ◽  
Social Transformations ◽  
Face To Face ◽  
Historical View ◽  
Catholic University ◽  
Close Relationship ◽  
Information And Communication ◽  
Blended Course

This chapter describes the training course for school managers for the use of information and communication technology (ICT) that was developed at Sao Paulo Pontifical Catholic University, (PUC-SP), Brazil. This was a blended course, using face-to-face and online activities, providing school managers with the experience of using ICT to share experiences, and to learn about effective ways of using ICT for school management. Even though the school managers had no previous experience with technology they succeed in changing their working reality and understanding the use of ICT to interact, exchange documents and organize their ideas. This experience has produced two other important results. One is the interaction that enables the formation of collaborative networks and partnership among school managers. Social and cultural practices were considered for analysis concerning the subjects that contributed to the creation of the ICT culture in the school. The authors have considered this network and the building of this community as the seed of a community of practice (CoP), as proposed by Wenger (1998a). Second, it was possible to see a close relationship between Wenger’s theory and Freire’s (2003) educational approach, which showed that social transformations are constructed on the basis of participants’ will and in the presence of leadership in a historic moment.

Linguistic Minority Children's Knowledge of multiple Word Meanings; Polysemy and the Testing of lexical Skills

1998 ◽  
Vol 119-120 ◽  
pp. 79-89
Author(s):  
René Appel
Keyword(s):  
Second Language ◽  
Vocabulary Test ◽  
Linguistic Minority ◽  
Minority Children ◽  
Word Meanings ◽  
Multiple Meanings ◽  
Lexical Skills

Abstract It is often observed that minority children's lexical proficiency in the majority language lags behind that of majority children. This observations is substantiated by scores on vocabulary tests. However, in these (traditional) tests words are generally treated as having one meaning, while most words are polysemous, i.e. they have multiple meanings. A new test was designed to measure the knowledge of multiple word meanings of minority and majority children. Results pointed to a rather high correlation between the scores on a traditional vocabulary test and the newly developed test for the minority children. Furthermore, the minority children scored lower on the new test than the majority children, which suggests that they not only have a lexical deficit in their second language with respect to the number of words known, but also with respect to the number of meanings attached to each word.

Deafening silence: the Educational Experiences of Gifted Deaf People

1998 ◽  
Vol 13 (1) ◽  
pp. 13-22
Author(s):  
Wilma Vialle ◽  
John Paterson
Keyword(s):  
Educational Intervention ◽  
Educational Experiences ◽  
Minority Group ◽  
Culturally Sensitive ◽  
Educational Programs ◽  
Deaf People ◽  
Linguistic Minority ◽  
Preliminary Attempt ◽  
Education Service ◽  
Deaf Adults

Educational intervention for deaf people has a long history but it is a history that is dominated by the notion of deficit. The growing trend in the literature on deaf people is to recognise that they are not deficient but form a cultural and linguistic minority group that deserves appropriate educational programs. Deaf people report great frustration with their experiences of schooling as they have invariably been treated as intellectually inferior. Yet, a significant number of deaf people are gifted and have had the double hurdle of overcoming their deafness in a hearing world and an education service that does not meet their needs. This paper explores the educational experiences of gifted deaf people in a preliminary attempt to develop appropriate identification measures and educational provisions for such individuals. The conclusions presented are based on extensive interviews with a number of gifted deaf adults. Deaf interviewers were utilised to collect the required data in a more culturally sensitive and relevant manner.

scholarly journals Pautas orientativas para la asistencia a la diversidad y la inclusión de personas sordas

2021 ◽  
Vol 2 (5) ◽  
pp. 6441-6452
Author(s):  
Roberto García Sánchez ◽  
Justo Pedro Hernández González
Keyword(s):  
Continuing Education ◽  
Sign Language ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Deaf People ◽  
Deaf Students ◽  
Sign Languages ◽  
Sign Language Interpreters ◽  
The World ◽  
The University

Comunidad  Sorda es aquella que participa de unos valores culturales y lingüísticos construidos en torno a la lengua de signos y a una concepción visual del mundo. Entre las personas sordas usuarias de la lengua de signos algunas aprendieron a signar en su infancia y otras siendo ya adultas; hay quienes son usuarias de audífonos o implantes cocleares y, entre ellas, hay quienes usan la lengua de signos y quienes no. También debemos mencionar a aquellas personas sordas que, a causa de un sistema educativo no inclusivo, tienen problemas de expresión y comprensión de textos escritos. Al igual que en el resto de la población, entre las personas sordas encontraremos niños, jóvenes, mayores, personas sordas con otra(s) discapacidad(es)... Todas y cada una de ellas con sus necesidades y demandas concretas. Es importante saber que, aun tratándose de un colectivo heterogéneo, todas las personas sordas, cualquiera que sea su tipo o grado de sordera, situación individual e independientemente de que sean o no usuarias de las lenguas de signos, comparten la necesidad de acceder a la comunicación e información del entorno sin barreras de ningún tipo. Por ese motivo es necesario desarrollar un servicio de orientación, asesoramiento y acción tutorial específico para el alumnado sordo que tenga en cuenta sus necesidades y dificultades y que evite cualquier tipo de discriminación o falta de accesibilidad al contenido universitario del tipo que sea. Por lo tanto, es necesario proporcionar este servicio con los recursos audiovisuales necesarios, intérpretes de lengua de signos española y formación continua a la comunidad universitaria. Es fundamental coordinarse con las asociaciones de personas sordas para cumplir los requisitos básicos que garanticen su inclusión, puesto que éstas son las que conocen mejor sus necesidades por la lucha de sus derechos, y orientar a la universidad para la consecución de dicha finalidad.   A Deaf Community is one that participates in cultural and linguistic values built around sign language and a visual conception of the world. Among the deaf people who used sign language, some learned to sign in their childhood and others when they were adults; there are those who use hearing aids or cochlear implants and, among them, there are those who use sign language and those who do not. We will also find deaf people who, because of a non-inclusive educational system, have problems of expression and comprehension of written texts. As in the rest of the population, among the deaf people we will find children, young people, elderly, deaf people with other disability(ies). . . Each and every one of them with their specific needs and demands. It is important to know that, even if it is a heterogeneous collective, all deaf people, whatever their type or degree of deafness, individual situation and regardless of whether or not they are users of sign languages, share the need to access the communication and information of the environment without barriers of any kind. For this reason it is necessary to develop a service of guidance, advice and specific tutorial action for deaf students that takes into account their needs and difficulties and avoids any type of discrimination or lack of accessibility to university content of any kind. Therefore, it is necessary to provide this service with the necessary audiovisual resources, Spanish sign language interpreters and continuing education to the university community. It is essential to coordinate with associations of deaf people to meet the basic requirements to ensure their inclusion, since they are the ones who best know their needs by fighting for their rights, and guide the university to achieve that goal.

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