TDIC no ensino de língua inglesa: possibilidades na educação de surdos
Autor(a) principal: | |
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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. |
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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 |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
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https://repositorio.ufpb.br/jspui/handle/123456789/21001 |
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https://repositorio.ufpb.br/jspui/handle/123456789/21001 |
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http://creativecommons.org/licenses/by-nd/3.0/br/ info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by-nd/3.0/br/ |
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openAccess |
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Universidade Federal da Paraíba Brasil Linguística e ensino Mestrado Profissional em Linguística UFPB |
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Universidade Federal da Paraíba Brasil Linguística e ensino Mestrado Profissional em Linguística UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB) |
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