Subtitling as a tool for teaching English for the deaf: : A didactic activity proposal

• Autor(a) principal: Monteiro, Silvia Malena Modesto
• Data de Publicação: 2023
• Outros Autores: Vieira, Patrícia Araújo, Sousa, Aline Nunes de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Linguagem em Foco (Online)
• Texto Completo: https://revistas.uece.br/index.php/linguagememfoco/article/view/10600
• topic: Tradução Audiovisual; Legendagem para Surdos e Ensurdecidos; Ensino de inglês como língua estrangeira; Aprendizes surdos; Libras; Audiovisual Translation; Subtitling for the Deaf and Hard-of-Hearing; Teaching of English as foreign language; Deaf learners; Libras

Experimental studies have proven the effectiveness of the use of subtitling in English learning by hearing students, being considered a tool that benefits the learning process of the four skills (reading, writing, comprehension, and speaking). We begin with the assumption that activities involving subtitling as a tool in the learning of foreign languages can be beneficial to deaf learners, considering that deaf users of visual languages are subjects whose identities are constructed through visual artifacts and that Subtitling for the Deaf and Hard-of-Hearing (SDH) has translated sound effects visually – through subtitles. In Brazil, there is still little research on the teaching of foreign languages to the deaf, and we are not aware of official documents that discuss this specific situation (that is, the fact that it is not only a foreign language, but also an L3 for the deaf student, thus bringing several pedagogical implications). This article aims to discuss how SDH can contribute to the learning of English as L3 by deaf people, using audiovisual productions as part of the didactic material. In addition, we seek, through a bibliographic discussion, to present a proposal for didactic activity in which SDH can be used as a tool that facilitates the learning of English by deaf Libras users. The intention is to encourage teachers of English for the deaf to use SDH in their classes, seeking to promote learning that takes into account the deaf learner, user of a visuospatial language and with learning needs that involve visual strategies.