Desafios no ensino-aprendizagem da segunda língua numa proposta bilíngue de educação para surdos

Abstract

Teaching and learning the second language in a bilingual proposal for deaf education has been a challenge for both teachers and researchers. Many factors are involved, such as the difference in first and second language modalities; the fact that most deaf children of hearing parents come to school without the knowledge of sign language; the lack of teacher training to teach deaf learners. In addition to these factors, research has analyzed the relationship between sign language and written language in the teachinglearning process of deaf learners. The interest in knowing what the literature proposes motivated this work, which aims to contribute to the understanding of the teachinglearning process of the second language by deaf learners. The deaf reading process, the relevance of sign language for effective reading and reading strategies are some of the main points developed in this work. Based on learning models suggested for bilingual speaking learners, researchers have shown that strategies they use to read spoken language texts, such as translation, codeswitching, and translanguaging, are also used by deaf people, albeit in a different way. In conclusion, the authors emphasize the need to have a specific curriculum for the teaching of deaf learners, in which sign language is the language of instruction, to use specific teaching strategies for them and to adopt assessment of the development of the two languages.