MATERIAIS CURRICULARES BILÍNGUES QUE APOIAM A LÍNGUA DE SINAIS COMO PRIMEIRA LÍNGUA PARA ALUNOS SURDOS

a integração da tecnologia, aprendizagem e ensino

Autores

DOI:

https://doi.org/10.14295/momento.v31i02.14306

Palavras-chave:

Língua de Sinais como primeira língua, Currículo de Língua de Sinais, Aprendizagem de Línguas de Sinais, Material didático para Surdos bilíngues, Modelos de Língua de Sinais Surdos.

Resumo

Considerar as crianças e adultos Surdos como bilíngues - sua primeira língua é a Língua de Sinais (SL) e a segunda língua é aprendida via escrita - fornece aos profissionais um paradigma a ser utilizado para criar melhores oportunidades de aprendizagem.  Neste artigo, a Língua de Sinais Grega ((G)SL)), como primeira língua (L1), é a língua base que usamos para apresentar algumas considerações metodológicas de ensino e aprendizagem bilíngue. Este trabalho é o resultado de uma longa jornada desde o pensamento inicial do Currículo de Língua de Sinais Americana e sua influência no desenvolvimento do currículo de (G)SL na Grécia. O artigo discute materiais multimídia educacionais inovadores que são facilmente acessados por meio de portais online, desenvolvidos para o ensino de (G)SL como L1 para crianças surdas da pré-escola e do ensino fundamental. Neste trabalho, a LS como L1 é um recurso que permite que crianças surdas aprendam uma L2 via escrita, apoiando suas capacidades de aquisição bilíngue. Ao desenvolver currículos e materiais de apoio, consideramos críticos dois importantes componentes fundamentais: a importância de sinalizadores nativos Surdos e quase nativos como modelos linguísticos para crianças surdas, seus pais e professores; e o desenvolvimento e interação com materiais educativos digitais. Esse modelo bilíngue pode ser incorporado em qualquer LS. A (G)SL) é usada como um modelo para exibir práticas inovadoras mesclando a LS (L1), a escrita (L2), tecnologia e materiais criativos de instrução e avaliação para aprimorar o aprendizado. Para tais desenvolvimentos, é fundamental a colaboração entre profissionais de educação e tecnologia e membros da Comunidade Surda. Descrevemos material multimídia bilíngue inovador maximizado pela compreensão da natureza visual da LS e suas vantagens para implementação nas escolas. O penúltimo objetivo é que os alunos Surdos se tornem aprendizes bilíngues bem-sucedidos que possam funcionar plenamente no mundo de hoje e de amanhã.

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Biografia do Autor

Robert J Hoffmeister, Boston University, Boston - MA

Robert J. Hoffmeister, Doutor, Associate Professor Emeritus, Boston University, Boston - MA, USA. E-mail: rhoff@bu.edu

Spyridoula Karipi, University of Western Macedonia

Spyridoula Karipi, M.Ed., Ph.D. Candidate, University of Western Macedonia, Head of Special Kindergarten for the Deaf & Hard-of-Hearing of Argyroupoli, Athens - Greece. E-mail: skaripi78@gmail.com

Vassilis Kourbetis, Ministry of Education and Religious Affairs

Vassilis Kourbetis, Doutor, Senior Counselor of Special Education, Ministry of Education and Religious Affairs, Athens - Greece. E-mail: kourbetis1@gmail.com

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Publicado

2022-07-28

Como Citar

Hoffmeister, R. J., Karipi, S., & Kourbetis, V. (2022). MATERIAIS CURRICULARES BILÍNGUES QUE APOIAM A LÍNGUA DE SINAIS COMO PRIMEIRA LÍNGUA PARA ALUNOS SURDOS: a integração da tecnologia, aprendizagem e ensino. Momento - Diálogos Em Educação, 31(02), 225–254. https://doi.org/10.14295/momento.v31i02.14306