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A gramática em Língua Gestual Portuguesa: aprendizagem de categorias morfológicas de Português como Língua Segunda por alunos Surdos
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Este capítulo tem como objetivo refletir sobre o ensino e aprendizagem da gramática do português como língua segunda para alunos Surdos e assenta num estudo maior que fez parte do Relatório Final do Mestrado em Ensino de Língua Gestual Portuguesa (Ornelas, 2023). Pretendemos analisar as competências gramaticais da Língua Gestual Portuguesa (LGP) e do Português Língua Segunda (PL2) por parte dos alunos surdos. A hipótese de investigação que serviu de base a este estudo foi dividida em duas questões: quais as competências metalinguísticas dos alunos em LGP e PL2; como desenvolver estratégias de compreensão que facilitem a aprendizagem da gramática de LGP e de PL2. A LGP é uma língua de modalidade visuomotora e o português tem uma forte componente fonológica. Tal disparidade pode constituir um óbice no início da aprendizagem da lectoescrita, porém, há estratégias passíveis de contornar esta diferença. É de extrema importância que os alunos tenham conhecimento metalinguístico em LGP para poderem entender o mundo. Assim, acreditando que o ensino do PL2 se alicerça no conhecimento reflexivo da LGP, procurámos perceber quais os constrangimentos dos estudantes que se traduzem em parco desempenho no PL2. Entendendo a importância das aprendizagens significativas e considerando o número de alunos e a sua especificidade, desenvolvemos algumas atividades. Constatámos que os alunos não possuem conhecimentos metalinguísticos em LGP o que se reflete , também, no desconhecimento de categorias gramaticais do português.
This paper aims to reflect on the teaching and learning of Portuguese grammar as a second language for Deaf students and is based on a larger study that was part of the Final Report of the Master in Portuguese Sign Language Teaching. We intend to analyze the grammatical competences of Portuguese Sign Language (LGP) and Portuguese Second Language (PL2) by deaf students. The research hypothesis that served as the basis for this study was divided into two questions: what the metalinguistic skills of students in LGP are PL2; how to develop comprehension strategies that facilitate the learning of LGP and PL2 grammar. LGP is a visuomotor modality language and Portuguese has a strong phonological component. Such disparity can constitute an obstacle in the beginning of the learning of reading and writing, however, there are strategies capable of circumventing this difference. It is extremely important that students have metalinguistic knowledge in LGP in order to understand the world. Thus, believing that the teaching of PL2 is based on the reflective knowledge of the LGP, we tried to understand which are the constraints of students that translate into poor performance in PL2. Understanding the importance of meaningful learning and considering the number of students and their specificity, we developed some activities. We found that students do not have metalinguistic knowledge in LGP, which is also reflected in their lack of knowledge of grammatical categories in Portuguese.
This paper aims to reflect on the teaching and learning of Portuguese grammar as a second language for Deaf students and is based on a larger study that was part of the Final Report of the Master in Portuguese Sign Language Teaching. We intend to analyze the grammatical competences of Portuguese Sign Language (LGP) and Portuguese Second Language (PL2) by deaf students. The research hypothesis that served as the basis for this study was divided into two questions: what the metalinguistic skills of students in LGP are PL2; how to develop comprehension strategies that facilitate the learning of LGP and PL2 grammar. LGP is a visuomotor modality language and Portuguese has a strong phonological component. Such disparity can constitute an obstacle in the beginning of the learning of reading and writing, however, there are strategies capable of circumventing this difference. It is extremely important that students have metalinguistic knowledge in LGP in order to understand the world. Thus, believing that the teaching of PL2 is based on the reflective knowledge of the LGP, we tried to understand which are the constraints of students that translate into poor performance in PL2. Understanding the importance of meaningful learning and considering the number of students and their specificity, we developed some activities. We found that students do not have metalinguistic knowledge in LGP, which is also reflected in their lack of knowledge of grammatical categories in Portuguese.
Descrição
Palavras-chave
Língua Gestual Portuguesa (LGP) Português Língua Segunda (PL2) e Gramática Portuguese Sign Language Portuguese Language Grammar
Contexto Educativo
Citação
Editora
Escola Superior de Educação de Coimbra
Coleções
Licença CC
Sem licença CC