TDIC no ensino de língua inglesa: possibilidades na educação de surdos

Detalhes bibliográficos
Autor(a) principal: Almeida, Matheus Lucas de
Data de Publicação: 2021
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
Texto Completo: https://repositorio.ufpb.br/jspui/handle/123456789/21001
Resumo: Digital Information and Communication Technologies (DICT) are making tons of changes in our society nowadays. It shows that research on issues related to teaching and learning should have special attention on this process. In this context, there is also an inclusive movement that seeks to welcome the different, bringing to the classroom students who have different needs, whether physical, psychological, or linguistic. Taking these factors into account, we analyze here the contributions of DICT to the teaching of English as an additional language to the deaf. We also identify technological tools and propose methodologies for teaching the written modality of English to these individuals. Besides, we develop an educational material with didactic suggestions for teaching English to the deaf mediated by technologies. For this, the research has a qualitative approach of action research and follows Triviños (2010), Burns (2015), and Paiva's (2019) guidelines. Johnson (2004), Vygotsky (1981, 1998), Bakhtin/Volochinov (2006), Bakhtin (1986, 2016), Moraes (2012, 2015, 2018), Figueiredo (2019), Paiva (2014, 2019), Sousa (2014, 2018) among others help to support our theoretical framework. We have collected the data with the support of an online questionnaire answered by 10 participants from different states in brazil, who were English teachers and, or interpreters of Brazilian sign language with experience in teaching/interpreting the English language to deaf students. The questionnaire questions addressed issues related to their work conditions, the ways of coping observed in their work environment, and the methodological possibilities that may be used with deaf students. For data analysis, we adopted the Content Analysis proposed by Bardin (2009). The results indicate that teaching the English language to the deaf, mediated by technologies, may obtain satisfactory results. However, some specificities need to be respected and considered.
id UFPB_ccd44f2281525baa8ca853b3089c6848
oai_identifier_str oai:repositorio.ufpb.br:123456789/21001
network_acronym_str UFPB
network_name_str Biblioteca Digital de Teses e Dissertações da UFPB
repository_id_str
spelling TDIC no ensino de língua inglesa: possibilidades na educação de surdosLíngua inglesaTDICSurdosAquisição da linguagemTerceira línguaEnglish languageDICTDeafLanguage acquisitionThird languageCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICADigital Information and Communication Technologies (DICT) are making tons of changes in our society nowadays. It shows that research on issues related to teaching and learning should have special attention on this process. In this context, there is also an inclusive movement that seeks to welcome the different, bringing to the classroom students who have different needs, whether physical, psychological, or linguistic. Taking these factors into account, we analyze here the contributions of DICT to the teaching of English as an additional language to the deaf. We also identify technological tools and propose methodologies for teaching the written modality of English to these individuals. Besides, we develop an educational material with didactic suggestions for teaching English to the deaf mediated by technologies. For this, the research has a qualitative approach of action research and follows Triviños (2010), Burns (2015), and Paiva's (2019) guidelines. Johnson (2004), Vygotsky (1981, 1998), Bakhtin/Volochinov (2006), Bakhtin (1986, 2016), Moraes (2012, 2015, 2018), Figueiredo (2019), Paiva (2014, 2019), Sousa (2014, 2018) among others help to support our theoretical framework. We have collected the data with the support of an online questionnaire answered by 10 participants from different states in brazil, who were English teachers and, or interpreters of Brazilian sign language with experience in teaching/interpreting the English language to deaf students. The questionnaire questions addressed issues related to their work conditions, the ways of coping observed in their work environment, and the methodological possibilities that may be used with deaf students. For data analysis, we adopted the Content Analysis proposed by Bardin (2009). The results indicate that teaching the English language to the deaf, mediated by technologies, may obtain satisfactory results. However, some specificities need to be respected and considered.NenhumaAs Tecnologias Digitais da Informação e da Comunicação (TDIC) estão imprimindo cada vez mais mudanças na sociedade atual, o que sinaliza que as pesquisas sobre questões relacionados ao ensino e à aprendizagem devem dar atenção especial a esse processo. Nesse contexto, surge, também, um movimento inclusivo que busca acolher o diferente, trazendo para a sala de aula alunos que possuem diferentes especificidades, sejam elas físicas, psicológicas ou linguísticas. Levando tais fatores em consideração, o presente estudo analisa as contribuições das TDIC para o ensino do inglês como língua adicional para surdos, identifica ferramentas tecnológicas e propõe metodologias para o ensino da modalidade escrita do inglês para esses sujeitos. Além disso, desenvolve um material educacional com sugestões didáticas para o ensino de inglês para surdos mediado por tecnologias. Para alcançar os objetivos propostos, a pesquisa possui uma abordagem qualitativa de pesquisa-ação e segue as orientações de Triviños (2010), Burns (2015) e Paiva (2019). Ajudam a embasar nosso trabalho autores como Johnson (2004), Vygotsky (1981, 1998), Bakhtin/ Volochinov (2006), Bakhtin (1986, 2016) Moraes (2012, 2015, 2018), Figueiredo (2019), Paiva (2014, 2019), Sousa (2014, 2018) entre outros. Os dados analisados foram coletados com o suporte de um questionário online respondido por 10 participantes de diferentes estados do Brasil, sendo esses professores de língua inglesa e/ou intérpretes de LIBRAS que possuíam experiência com o ensino/interpretação de língua inglesa para alunos surdos. As perguntas do questionário abordaram questões que dizem respeito às condições de desenvolvimento do trabalho desses profissionais, os modos de enfrentamento observados nesses espaços e as possibilidades metodológicas que podem ser utilizadas junto aos alunos surdos. Para a análise dos dados, adotamos a Análise de Conteúdo proposta por Bardin (2009). Os resultados encontrados indicam que o ensino de língua inglesa para surdos mediado por tecnologias pode obter resultados satisfatórios, desde que algumas especificidades sejam respeitadas e consideradas.Universidade Federal da ParaíbaBrasilLinguística e ensinoMestrado Profissional em LinguísticaUFPBPedrosa, Juliene Lopes Ribeirohttp://lattes.cnpq.br/9474717309070835Almeida, Matheus Lucas de2021-09-14T20:09:50Z2021-03-122021-09-14T20:09:50Z2021-02-18info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesishttps://repositorio.ufpb.br/jspui/handle/123456789/21001porhttp://creativecommons.org/licenses/by-nd/3.0/br/info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2022-08-09T18:15:33Zoai:repositorio.ufpb.br:123456789/21001Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2022-08-09T18:15:33Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false
dc.title.none.fl_str_mv TDIC no ensino de língua inglesa: possibilidades na educação de surdos
title TDIC no ensino de língua inglesa: possibilidades na educação de surdos
spellingShingle TDIC no ensino de língua inglesa: possibilidades na educação de surdos
Almeida, Matheus Lucas de
Língua inglesa
TDIC
Surdos
Aquisição da linguagem
Terceira língua
English language
DICT
Deaf
Language acquisition
Third language
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICA
title_short TDIC no ensino de língua inglesa: possibilidades na educação de surdos
title_full TDIC no ensino de língua inglesa: possibilidades na educação de surdos
title_fullStr TDIC no ensino de língua inglesa: possibilidades na educação de surdos
title_full_unstemmed TDIC no ensino de língua inglesa: possibilidades na educação de surdos
title_sort TDIC no ensino de língua inglesa: possibilidades na educação de surdos
author Almeida, Matheus Lucas de
author_facet Almeida, Matheus Lucas de
author_role author
dc.contributor.none.fl_str_mv Pedrosa, Juliene Lopes Ribeiro
http://lattes.cnpq.br/9474717309070835
dc.contributor.author.fl_str_mv Almeida, Matheus Lucas de
dc.subject.por.fl_str_mv Língua inglesa
TDIC
Surdos
Aquisição da linguagem
Terceira língua
English language
DICT
Deaf
Language acquisition
Third language
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICA
topic Língua inglesa
TDIC
Surdos
Aquisição da linguagem
Terceira língua
English language
DICT
Deaf
Language acquisition
Third language
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICA
description Digital Information and Communication Technologies (DICT) are making tons of changes in our society nowadays. It shows that research on issues related to teaching and learning should have special attention on this process. In this context, there is also an inclusive movement that seeks to welcome the different, bringing to the classroom students who have different needs, whether physical, psychological, or linguistic. Taking these factors into account, we analyze here the contributions of DICT to the teaching of English as an additional language to the deaf. We also identify technological tools and propose methodologies for teaching the written modality of English to these individuals. Besides, we develop an educational material with didactic suggestions for teaching English to the deaf mediated by technologies. For this, the research has a qualitative approach of action research and follows Triviños (2010), Burns (2015), and Paiva's (2019) guidelines. Johnson (2004), Vygotsky (1981, 1998), Bakhtin/Volochinov (2006), Bakhtin (1986, 2016), Moraes (2012, 2015, 2018), Figueiredo (2019), Paiva (2014, 2019), Sousa (2014, 2018) among others help to support our theoretical framework. We have collected the data with the support of an online questionnaire answered by 10 participants from different states in brazil, who were English teachers and, or interpreters of Brazilian sign language with experience in teaching/interpreting the English language to deaf students. The questionnaire questions addressed issues related to their work conditions, the ways of coping observed in their work environment, and the methodological possibilities that may be used with deaf students. For data analysis, we adopted the Content Analysis proposed by Bardin (2009). The results indicate that teaching the English language to the deaf, mediated by technologies, may obtain satisfactory results. However, some specificities need to be respected and considered.
publishDate 2021
dc.date.none.fl_str_mv 2021-09-14T20:09:50Z
2021-03-12
2021-09-14T20:09:50Z
2021-02-18
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
format masterThesis
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://repositorio.ufpb.br/jspui/handle/123456789/21001
url https://repositorio.ufpb.br/jspui/handle/123456789/21001
dc.language.iso.fl_str_mv por
language por
dc.rights.driver.fl_str_mv http://creativecommons.org/licenses/by-nd/3.0/br/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-nd/3.0/br/
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Universidade Federal da Paraíba
Brasil
Linguística e ensino
Mestrado Profissional em Linguística
UFPB
publisher.none.fl_str_mv Universidade Federal da Paraíba
Brasil
Linguística e ensino
Mestrado Profissional em Linguística
UFPB
dc.source.none.fl_str_mv reponame:Biblioteca Digital de Teses e Dissertações da UFPB
instname:Universidade Federal da Paraíba (UFPB)
instacron:UFPB
instname_str Universidade Federal da Paraíba (UFPB)
instacron_str UFPB
institution UFPB
reponame_str Biblioteca Digital de Teses e Dissertações da UFPB
collection Biblioteca Digital de Teses e Dissertações da UFPB
repository.name.fl_str_mv Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)
repository.mail.fl_str_mv diretoria@ufpb.br|| diretoria@ufpb.br
_version_ 1801842980477206528