Apredizagem móvel (M-learning) e ensino de inglês para estudantes surdos: possibilidades e desafios

• Ano de defesa: 2022
• Autor(a) principal: Mariana Luisa Barros Soares
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FALE - FACULDADE DE LETRAS; Programa de Pós-Graduação em Estudos Linguísticos; UFMG
• Palavras-chave em Português: aprendizagem móvel; ensino de língua inglesa para surdos; experiências nacionais e internacionais; m-learning e educação de surdos; Língua inglesa – Estudo e ensino – Falantes estrangeiros; Surdos – Educação; Língua inglesa – Métodos de ensino; Aquisição de segunda linguagem; Ensino auxiliado por computador
• Link de acesso: http://hdl.handle.net/1843/42043; https://orcid.org/my-orcid?orcid=0000-0002-1717-0829

This thesis aims to investigate the possibilities and challenges brought by mobile learning (m-learning) (O'MALLEY, 2003; TRAXLER, 2005; CROMPTON, 2013, PEGRUM, 2014), mainly by mobile devices, in the field of Deaf education, prioritizing the teaching and learning of English to these students. The theoretical framework is composed of research that narrates m-learning practices (ÇUHADAR, ODABASI, KUZU, 2009; FEN, CHENG, 2010; LOZA, 2018) and teaching English to Deaf students in Brazil (COURA, 2016; SPASIANI, 2018) and abroad (DOMAGALA-ZYSK, 2016, 2021; KONTRA, 2016, 2021; PRITCARD, 2016, 2021). The objectives are to investigate the practices above mentioned and to research the knowledge and feelings of Brazilian teachers in relation to teaching English for Deaf students. For this, I propose a questionnaire to teachers from all over Brazil, as well as an interview about how these classes would take place in another country and what type of material was used. The analysis of the questionnaires shows that the initial training of Brazilian teachers does not contribute to their preparation for working with Deaf students. There is a lack of topics or subjects related to the teaching of English for the Deaf, as well as subjects that address aspects of m-learning. Considering that the results of the previous research indicate that mobile learning has contributed and favored the inclusion of Deaf students in classes and the process of creating and adapting teaching materials for these students, it is worth revisiting these themes in the training aspects of teachers. Finally, this research concludes that it is possible for Deaf students to learn English and that mobile learning practices are of great help in this process. Thus, while there are no educators with adequate knowledge or public policies to guarantee digital equality, Deaf students will continue to have difficulties in learning the English language.