Literacy Challenges: The Role of the Portuguese Language Teacher in Teaching Portuguese as a Second Language (L2) to Deaf Students
Literacy Challenges: The Role of the Portuguese Language Teacher in Teaching Portuguese as a Second Language (L2) to Deaf Students
DOI:
https://doi.org/10.51473/rcmos.v1i11.2021.1648Keywords:
Portuguese Teaching; Second Language (L2); Deaf Education; Libras; Bilingual Literacy.Abstract
This article investigates the pedagogical and methodological challenges faced by the Portuguese Language (PL) teacher when teaching deaf students, whose first language (L1) is the Brazilian Sign Language (Libras). For this audience, Portuguese is not configured as a mother tongue, but as a second language (L2), acquired primarily in the written modality and without oral-auditory input. The research stems from the problem that academic training in Portuguese Language degrees is historically aimed at teaching native hearing speakers, creating a significant methodological gap in the context of inclusive bilingual education (Libras/PL). We analyze how the visual-gestural nature of L1 (Libras) fundamentally redefines the acquisition of L2 (written Portuguese), requiring the teacher to restructure their praxis. The objective is to discuss the necessary didactic adaptations, focusing on the teaching of textual genres and the complex relationship between the PL teacher and the Libras interpreter, which transcends mere translation and enters the sphere of pedagogical mediation. It is concluded that overcoming these challenges requires the Language teacher not only creativity in didactic activities but also a profound critical reflection on the foundations of bilingualism, literacy, and their own role as an intercultural mediator.
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Copyright (c) 2021 Daniella Lemos Correia (Autor)
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