Research
Portuguese Language Textbook Adapted to Brazilian Sign Language: Analysis of a Second Language Didactic Activity to Deaf Children
This paper aims to present and analyze an episode regarding the application of a didactic activity, in the written modality, on the study of the Portuguese Language related to Alphabetical Order, withdrawn from a Portuguese Language TB 3 adapted to Libras 4 . The participants in this investigation are deaf fifth-grader elementary school students in a special and bilingual school, public system, in the state of Minas Gerais, Brazil. The respondents’ answers reveal that the intention to promote a second language learning environment, led by a pedagogical activity that has not been experienced in their first language, makes it unfeasible to access and reflect on L2. 5 The sign language adaptation of the didactic activity did not help the understanding of the exercise proposal as in the Portuguese language. In summary, it is evinced that didactic materials with proposals for adaptation and accessibility in SL 6 for deaf students are inadequate and do not build learning in L2.
Intermodal Bilinguals: Acquisition of Sign Language as L1 and Written Language as L2
Based on a bibliographical review and re-readings of different authors, we aim to bring visibility to the discussion regarding intermodal bilingualism and, consequently, to present a reflection on the acquisition of the first and second languages (L1 and L2) by deaf children. We aim to highlight the importance of the first language, in this case, sign language, as a means for developing competence in the second language, the oral language, in its written modality. We divided the article into an explanation of the contact of deaf children with sign language (SL) as their first language. It discusses the development of oral language (OL) as the second language: first addressing writing and then moving on to issues related to reading. Finally, it reflects on using visual resources and how these visual modes can enhance the second language teaching and learning process for deaf children.
