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Abstract(s)
A aquisição de uma língua requer que o gestuante/falante esteja imerso a esse sistema linguístico para que a experiência de exposição a esse input linguístico resulte num conhecimento e domínio proficiente da língua adquirida.
Na existência de um ensino bilingue bimodal para a comunidade surda portuguesa, a Língua Gestual Portuguesa (LGP) passa a ser um veículo de comunicação não só utilizado em contextos doméstico e de comunidade, mas também um sistema linguístico a ser ensinado e praticado dentro do ambiente escolar. Por conseguinte, para a aquisição e desenvolvimento linguístico da LGP, as crianças deverão não só estar expostas formalmente à língua, por meio do ensino direto desta, mas também informalmente expostos através da interação com pares gestuantes de várias faixas etárias e estratos sociais. No entanto, num país pequeno como Portugal em que as crianças surdas estão muitas vezes isoladas geograficamente de outras crianças surdas, esta exposição informal não é real. Conhecendo o papel crucial que a interação tem no desenvolvimento linguístico de um gestuante/falante, este estudo explora a influência da interação conversacional no desenvolvimento linguístico de um aluno geográfica e linguisticamente isolado na ilha do Pico com duas alunas surdas da ilha de São Miguel ativas na comunidade surda escolar e associativa. Para tal foi criado um protocolo de conversação entre as escolas de ambos os alunos, de forma a proporcionar sessões de conversação em LGP entre os alunos com o objetivo de verificar quais os benefícios linguísticos que poderão advir desta interação conversacional. No presente estudo de caso, é possível destacar a aquisição de novos gestos e por conseguinte o aumento do vocabulário, a aquisição de elementos próprios das modalidade gestual role shift, o conhecimento da cultura surda e um sentimento de identificação pela comunidade surda.
Language acquisition requires that the signer/speaker is linguistic immersed in such way that experience of linguistic input exposure results in proficient knowledge and domain of the acquired language. The bimodal bilingual education of the Portuguese deaf community allows that Portuguese Sign Language (LGP) becomes a vehicle of communication not only used in domestic and community contexts, but also a linguistic system to be taught and praticed within the school environment. Therefore, for the acquisition and development of LGP, children should not only be formally exposed to the language, but also informally exposed through interaction with signed pairs of different age groups and social strata. However, in a small country as Portugal, where deaf children are often geographically isolated from other deaf children, this informal exposure is not real. Knowing the crucial role of interaction in linguistic development of a signer/ speaker, this study explores the influence of conversational interaction in language development of a geographically and linguistically isolated student in Pico Island with two students from São Miguel Island, who are active deaf students in school and in deaf community. For this, it was created a conversation protocol between schools of both students groups to provide conversational sessions in LGP among students in order to verify language benefits that may result from this conversational interaction. In this study case, it is possible to highlight the acquisition of new signs and therefore the increase of vocabulary, the acquisition of proper elements of sign modality such as role shift, the knowledge of deaf culture and the deaf identification.
Language acquisition requires that the signer/speaker is linguistic immersed in such way that experience of linguistic input exposure results in proficient knowledge and domain of the acquired language. The bimodal bilingual education of the Portuguese deaf community allows that Portuguese Sign Language (LGP) becomes a vehicle of communication not only used in domestic and community contexts, but also a linguistic system to be taught and praticed within the school environment. Therefore, for the acquisition and development of LGP, children should not only be formally exposed to the language, but also informally exposed through interaction with signed pairs of different age groups and social strata. However, in a small country as Portugal, where deaf children are often geographically isolated from other deaf children, this informal exposure is not real. Knowing the crucial role of interaction in linguistic development of a signer/ speaker, this study explores the influence of conversational interaction in language development of a geographically and linguistically isolated student in Pico Island with two students from São Miguel Island, who are active deaf students in school and in deaf community. For this, it was created a conversation protocol between schools of both students groups to provide conversational sessions in LGP among students in order to verify language benefits that may result from this conversational interaction. In this study case, it is possible to highlight the acquisition of new signs and therefore the increase of vocabulary, the acquisition of proper elements of sign modality such as role shift, the knowledge of deaf culture and the deaf identification.
Description
Keywords
Interação Conversação Ensino Bilingue Bimodal Desenvolvimento linguístico Língua Gestual Portuguesa Surdez Interaction Conversation Language development Bimodal Bilingual Education Portuguese Sign Language Deafness