DELET - Departamento de Letras

URI permanente desta comunidadehttp://www.hml.repositorio.ufop.br/handle/123456789/617

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2020 - 20222

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Assunto: search.filters.subject.Deafness

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    Portuguese language textbook adapted to Brazilian Sign Language : analysis of a second language didactic activity to deaf children.
    (2022) Miranda, Dayse Garcia
    This paper aims to present and analyze an episode regarding the application of a didactic activity, in the written modality, on the study of the Portuguese Language related to Alphabetical Order, withdrawn from a Portuguese Language TB2 adapted to Libras3 . The participants in this investigation are deaf fifth-grader elementary school students in a special and bilingual school, public system, in the state of Minas Gerais, Brazil. The respondents’ answers reveal that the intention to promote a second language learning environment, led by a pedagogical activity that has not been experienced in their first language, makes it unfeasible to access and reflect on L2.4 The sign language adaptation of the didactic activity did not help the understanding of the exercise proposal as in the Portuguese language. In summary, it is evinced that didactic materials with proposals for adaptation and accessibility in SL5 for deaf students are inadequate and do not build learning in L2.
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    Reading strategies for the profoundly deaf Libras users : benefits of speech and lip reading for strengthening linguistic skills.
    (2020) Pinheiro, Ângela Maria Vieira; Toffolo, Andreia Chagas Rocha; Vilhena, Douglas de Araújo
    To understand the reading strategies used by deaf students, two groups of profoundly deaf individuals were tested: Group 1: users of the Brazilian Sign Language and Group 2: users of the Brazilian Sign Language and speech and/or lip reading. A reading test was used to assess the degree of development of logographic, alphabetic and orthographic strategies. The group of deaf students who used alternative means of communication (Group 2) showed improved performance in all psycholinguistic categories of the test in comparison to Group 1. It was observed that the use of phonology is not directly associated with good reading skills in the profoundly deaf. On the other hand, word recognition by these readers occurs via the utilization of the orthographic strategy, which proved to be effi cient.