O bilinguismo bimodal em duas crianças kodas: uma análise da libras em ambiente familiar e do português brasileiro em ambiente escolar

• Ano de defesa: 2021
• Autor(a) principal: Gabriel, Rosenice de Lima
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Linguística e ensino; Mestrado Profissional em Linguística; UFPB
• Palavras-chave em Português: Bilinguismo bimodal; Kodas; Pais surdos; Libras; Português brasileiro; Bimodal bilingualism; CODAs; Deafparents; BrazilianPortuguese; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/21110

The process of language acquisition is stablished, in its natural course, through the mother tongue. In cases of deaf parents, whose children are hearing, the mother tongue, established for communication in the domestic scenario, is Brazilian Sign Language, although the children naturally develop, in their social interaction, their second native language in the oral modality, in case of the CODAs of this research, Brazilian Portuguese. Through these two stages of acquisition, relationships are established, mainly in the domestic and educational environments, places where, respectively, the afore mentioned languages are acquired and developed during interactions with their deaf parents and relatives, as well as with their classmates and teachers in the educational institution they attend. Upon that, this research aims to investigate two hearing children with the ages between 6 and 7 years old, of the male gender, whose parents are deaf, considering their linguistic behaviour in domestic and educational environments, due to the bimodality of their bilingualism, Libras and Brazilian Portuguese. Thus, we ́ll analyse the teaching process in the educational and domestic environments of these children, to identify the possible existence of linguistic phenomena such as code-blending (where one language overlays the other), code-switching (where an alternation between languages occurs) and code-mixing (where the two languages mix), as well as to perceive the construction of the linguistic behaviour of these children, taking into account their bilingualism. To form our theoretical foundation, we take authors such as Quadros et.al, (2013, 2014), Spinassé (2006) and Megale (2005), which served as our basis to try and comprehend how the languages involved in this bimodal bilingualism behave in a domestic scenery, where the language of communication and instruction between parents and CODAs is Libras and, simultaneously, to also investigate the communication, in the educational setting, which predominantly occurs in Brazilian Portuguese. Upon trying to achieve the central goal of this research, video records were made in both contexts, also, semi-structured interviews were conducted with those involved in day-to-day educational life. We made use of the qualitative methodological approach, to read and to analyse the data, and as to the methods, we used the exploratory method, which to Gil (2002), intends “to enable greater familiarity with the problem, with views to make it more explicit or to build a hypothesis”. Therefore, in the analysis process, we found that there is, indeed, an overlay of languages, even occurring overlays which build congruent and incongruent syntactic structuresin the processes of speech in Libras and Brazilian Portuguese. It was identified the possibility of interaction by a CODA with to speakers in Libras, in a short time, with the production of a single manual sign, added to two prosodic changes, through NME. The importance of this research is justified by the need of linguistic politics which favour minoritarian languages, which demands the implementation of public politics turned to teacher and school staff training, enabling knowledge of the singularity of the bimodal bilingualism of CODAs, of their linguistic pair, their biculturality, as well as the accessibility in communication with their parents and the best way to include them in the educational life of their children.