LANGUAGE CONTACT: THE CODESWITCHING EMPLOYED AS A TOOL IN TEACHER"™S DAILY LINGUISTIC PRACTICES AND ITS IMPLICATIONS IN THE CONTEXT OF EDUCATION OF DEAF STUDENTS

• Autor(a) principal: Nogueira, Aryane Santos
• Data de Publicação: 2014
• Outros Autores: Silva, Ivani Rodrigues
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Colineares
• Texto Completo: https://periodicos.apps.uern.br/index.php/RCOL/article/view/90

The education of the deaf, although much discussed and widely disputed, still faces difficulties. Many theorists argue that the problems within the area of education of the deaf are more related to traditional teaching methods of the schools and of the language used in this context rather than with their hearing. When we look at the history of deaf education, we realize that the determination of one language or another for the education of these students has implications with the creation and maintenance of representations about deafness and the education of these students. Therefore, this article intends to discuss about the languages (in use) that pervades this complex context of deafness sociolinguistically, and from this, emphasizing the need for more studies that focus on these issues. For this, the concept of codeswitching (GUMPERZ, 1982; AUER, 1995; MAHER, 2007; LIN, 2008; MENALI, 2009) appears in this article as a tool that can allow greater visibility for what (actually) can happens to these various languages that are in contact with the communication of the deaf, either in an interaction between the deaf, or within the deaf and non-deaf. Thus, the analysis of excerpts of material collected through an ethnographic research indicated that the concepts of codeswitching and codeconcurrency proved valid to visualize the language practices of this context.