scholarly journals Non-Manual Expression – Sign Language as L2

Author(s):  
Cayley Guimarães ◽  
Rita Cassia Maestri

Sign Language is fundamental for Deaf communication, culture and citizenship. The Brazilian Sign Language (Libras) is a complet linguistic system, of visual-spatial modality, with specificities that present a challenge for teaching and learning as L2. Non-Manual Expression is on atributte of the language for meaning attribution. Meaning attribution occurs from visual symbolic processes where non-manual expressions acquire a central role, and differs from those used in the oral language. This requires adequate educational practices and pedagogical material for the acquisition of Libras as L2. This research proposes a learning object and a methodology for teaching and learning of Libras in the form of a game that focus on non-manual expressions. The proposed methodology comprises the context, the theme of the communication situation, the utterance of the sign in Libras, along with learning fixation activities. Validation shows the importance of valuing the grammar of Libras as a pedagogical strategy that is adequate to teaching and learning non-manual expression in Libras.

2018 ◽  
Vol 3 (2) ◽  
pp. 99
Author(s):  
Roberto Cesar Reis da Costa

The focus of this paper is to propose an evaluation tool to assess the teaching-learning process of Brazilian Sign Language (Libras) to hearing students in Higher Education. The current Brazilian laws dealing with the accessibility of the deaf and the teaching of Libras will be concisely posited and argued, and after that an overview on linguistic aspects of Libras will be highlighted prior to discussing the teaching of this language as a Second Language (L2). Also, it will be discussed briefly the relevance of using strategies to Libras teaching as L2 and then the proposal to evaluate teaching and learning processes of the language at stake will be finally described. As a conclusion, developing tools as well as presenting proposals for the teaching of sign languages might be ways to highlight and discuss pedagogical issues about the teaching of the sign languages. The paper outcomes are useful for scholars and learners who are researching and implementing tools for Libras teaching as L2.


2021 ◽  
Vol 3 (4) ◽  
pp. 2434-2451
Author(s):  
Edilene Mizael De Carvalho Perboni ◽  
Adriana De Cássia Santana Silva ◽  
Ana Carolina Sandry Francisco Dos Reis ◽  
Luana Karina Siqueira ◽  
Solange Aparecida Sebastião

RESUMO Este estudo investiga o ensino da língua brasileira de sinais na modalidade a distância em um curso de formação de professores. Tem como objetivo compreender as implicações conceituais, metodológicas e práticas na formação inicial de pedagogos. Divide-se em três seções pelas quais foi possível desenvolver objetivos específicos e educação de surdos nos contextos históricos mundial, de Brasil e Minas Gerais; conhecer, na visão dos gestores, quais as implicações pedagógicas e institucionais interferem na implantação desse processo, a partir do que foi possível destacar quais limites se apresentam para o processo de ensino e aprendizagem da língua brasileira de sinais a distância na formação docente. Os procedimentos metodológicos utilizados se basearam em fundamentos da pesquisa qualitativa; os estudos teóricos se fundamentaram em autores que debatem a educação de surdos, o ensino da língua de sinais e a educação a distância, cujos referenciais teóricos e legais foram coletados em repositórios institucionais de teses e pesquisas, sites institucionais da área da educação e de legislações referentes aos temas investigados, bem como no Scientific Eletronic Library Online (SciELO) e em periódicos científicos educacionais atuais.   ABSTRACT This study investigates the teaching of Brazilian Sign Language at a distance in a teacher education course. It aims to understand the conceptual, methodological and practical implications in the initial training of educators. It is divided into three sections through which it was possible to develop specific objectives and deaf education in the historical contexts of the world, Brazil and Minas Gerais; to know, in the view of managers, what pedagogical and institutional implications interfere with the implementation of this process, from which it was possible to highlight what limits are presented for the process of teaching and learning Brazilian sign language at a distance in teacher training. The methodological procedures used were based on qualitative research foundations; the theoretical studies were based on authors who discuss deaf education, sign language teaching and distance education, whose theoretical and legal references were collected in institutional repositories of theses and research, institutional websites in the field of education and legislation on the topics investigated, as well as in the Scientific Electronic Library Online (SciELO) and in current educational scientific journals.  


2020 ◽  
Vol 1 (2) ◽  
pp. 67-82
Author(s):  
Gabriele Cristine Rech ◽  
Fabíola Sucupira Sell

Este trabalho faz parte do projeto de pesquisa em andamento denominado “Estudos Onomásticos da Língua Brasileira de Sinais”, e tem por objetivo analisar a atribuição de um sinal de nome para alguns autores/pesquisadores, cujos sinais de nome foram pesquisados no Manuário Acadêmico e Escolar elaborado pelo Instituto Nacional de Educação de Surdos. Tal pesquisa se insere nos estudos onomásticos das línguas de sinais, uma vez que em muitas comunidades de línguas de sinais, é comum a atribuição de um sinal para que o indivíduo possa ser reconhecido como integrante daquele grupo. Estes signos, que denominamos “sinais de nome”, utilizam-se de características visuais, e são sempre motivados. Salienta-se que sinais de nome também são atribuídos para pessoas que não fazem parte da comunidade surda, mas que precisam ser referenciados constantemente, como é o caso de pesquisadores, autores, filósofos etc., relacionados ao ambiente acadêmico. Para tal análise, utilizamos a taxonomia proposta por Barros (2018), a qual identificou quatro principais taxes para classificar um sinal de nome: Empréstimo da Língua oral, Aspecto físico, Aspecto Comportamental e Aspecto Social. Como resultados preliminares podemos observar que a maioria das atribuições de sinais se relacionam a características físicas dos nomeados e pouco se relacionam com suas atuações profissionais.The name signs attributed in the academic context: an Anthroponomical approachAbstract This work is part of the ongoing research project called “Brazilian Sign Language Onomastic Studies”, and its purpose is to analyze the assignment of a name sign to some authors/researchers, whose name signs were searched in the Manuário Acadêmico e Escolar prepared by the National Institute of Deaf Education. Such research is part of the onomastic studies of sign languages, since in many sign language communities, it is common to assign a sign so that the individual can be recognized as part of that group. This sign, called “name signs”, uses visual characteristics and is always motivated. It is noted that name signs are also assigned to people who are not part of the deaf community, but who need to be constantly referenced, such as researchers, authors, philosophers, etc., related to the academic environment. For such analysis, we will use the taxonomy proposed by Barros (2018), which identified four main taxes to classify a name sign: Oral language loan, Physical appearance, Behavioral aspect and Social aspect. As preliminary results, we can observe that most of the signal assignments are related to physical characteristics of the nominees and little to their professional performance.Keywords: Sign language; Anthroponomastics; Name signs.


2021 ◽  
Vol 17 (22) ◽  
pp. 1
Author(s):  
Emely Pujolli Da Silva ◽  
Kate Mamhy Oliveira Kumada ◽  
Paula Dornhofer Paro Costa

Brazilian Sign Language (in Portuguese, Libras) is a visuospatial linguistic system adopted by the Brazilian deaf communities as the primary form of communication. Libras are a language of minority groups, thus their research and production of teaching materials do not receive the same incentive to progress or improve as oral languages. This complex language employs signs composed of forms and hands movements combined with facial expressions and postures of the body. Facial expressions rarely appear in sign language literature, despite their being essential to this form of communication. Thereby, this research objectives are to present and discuss sub-categories of the grammatical facial expressions of Libras, with two specific objectives: (1) the building of an annotated video corpus comprehending all the categories identified in the literature of facial expressions in Brazilian sign language; (2) the application of Facial Action Coding System (FACS) (which has its origins as an experimental model in psychology) as a tool for annotating facial expressions in sign language. Ruled by a qualitative approach, the video corpus was carried out with nineteen Libras users (sixteen deaf and three hearing participants) who translated forty- three phrases from Portuguese to Libras. The records were later transcribed with the Eudico Linguistic Annotator software tool. From the analysis of the literature review, it was observed the need to classify facial expression as subcategories of lexical, as intensity, homonyms, and norm. It is believed that it is necessary to expand the studies on facial expressions, favoring their documentation and the description of their linguistic functions. Advances in this sense can contribute to the learning of Libras by deaf students and also by listeners who propose to act as teachers or as translators and interpreters of this language system.


Author(s):  
Cayley Guimarães ◽  
Matheus Aquino ◽  
Sueli Fernandes

Most Deaf1children are born to non-Deaf parents and have little to no contact with Sign Language (SL). SL is the natural language of the Deaf, necessary for intellectual development. They are a complete linguistic system, with grammar, syntax, semantics, etc. and they allow for the expression of abstract thoughts. SLs are used to create and disseminate information, science, and knowledge. They are vital for communication, identity, culture, and citizenship for the Deaf. There are very few studies to inform the design of Learning Objects (LO) for bilingual Deaf Education and Literacy. LO is system-based artifacts used to teach some subject. Bilingualism is the approach that values SL as a language of culture and education (L1) and the written form of the Oral Language (OL) as L2. This article presents the process educators could follow to create such LO to be used by the Deaf child her interlocutor


Author(s):  
Marga Stander ◽  
Annemarie Le Roux

Abstract South African Sign Language (SASL) has become an increasingly popular language that hearing university students want to learn as a second language. This requires more qualified SASL instructors and new curricula at South African universities. This paper considers ways in which challenges associated with the teaching and learning of SASL can be overcome. Krashen’s Comprehension Input Hypothesis and Swain’s Output Hypothesis form the theoretical framework as reference to our own independent experience, praxis, and reflection. This study considered different teaching methods and pedagogies and found the post-method approach suggested by Kumaravadivelu (2003) a viable method for teaching SASL as a second language. This method aligns with the method we had independently identified as the most empowering for teachers to create their own strategies focused on their intuition, experiences and pedagogy. Therefore, we do not favour one specific method above another, but rather adopt an integrated approach. We make a few suggestions regarding sign language curriculum content and further research in sign language as an L2, which need urgent attention.


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