Contribuciones de la Psicolingüística a la Educación de Sordos
ventajas del bilingüismo
DOI:
https://doi.org/10.15448/1984-4301.2023.1.44247Palabras clave:
Sordos, Psicolingüística, Educación bilingüe, Privación lingüística, Reconocimiento de palabrasResumen
Desde la década de 1980, la educación bilingüe para sordos es una propuesta educativa que ha ido delineándose en varios países del mundo y ha avanzado mucho en los últimos años. Para el diseño de esta propuesta fueron fundamentales las investigaciones en el área de la Lingüística. En este artículo, discutimos específicamente las contribuciones de la Psicolingüística a la educación de sordos en relación con dos temas de extrema relevancia: (i) la privación lingüística y la edad de exposición a la lengua de señas (LS); y (ii) la activación translingüística en el reconocimiento visual de palabras en la L2. Estudios que consideran la edad de adquisición de la LS como L1 por parte de personas sordas han encontrado fuertes efectos de ese factor en la adquisición, en el procesamiento y en la proficiencia alcanzada en la L1, así como en la L2. Esos estudios reafirman la importancia de la exposición precoz a LS y de la educación bilingüe para sordos. Los estudios sobre reconocimiento lexical en L2 han demostrado la coactivación de palabras y señas, incluso para sordos con alta proficiencia en L2. Esos estudios contribuyen a comprender el camino bilingüe que siguen los sordos en la adquisición de la escritura, ya que estos bilingües generalmente utilizan la L1 en las interacciones cara a cara y la L2 en las interacciones escritas.
Descargas
Citas
ANDREWS, Jean F.; RUSHER, Melissa. Codeswitching Techniques: Evidence-Based Instructional Practices for the ASL/English Bilingual Classroom. American Annals of the Deaf, v. 155, n. 4, p. 407-424, 2010. https://doi.org/10.1353/aad.2010.0036
BASTOS, Ana Paula Rodrigues; HÜBNER, Lilian Cristine. Surdos Bilíngues Coativam Sinais da Libras ao Lerem Palavras em Português Brasileiro. In: ENCONTRO BRASILEIRO DE PSICOLINGUÍSTICA, 1.; ENCONTRO MINEIRO DE PSICOLINGUÍSTICA, 4., 2022. Caderno de Resumos. Contagem: CEFET-MG, 2022.
BOUDREAULT, Patrick; MAYBERRY, Rachel I. Grammatical processing in American Sign Language: Age of first-language acquisition effects in relation to syntactic structure. Language and Cognitive Processes, v. 21, n. 5, p. 608–635, 2006. https://doi.org/10.1080/01690960500139363
BONVILLIAN, John D.; CHARROW, Veda R.; NELSON, Keith E. Psycholinguistic and Educational Implications of Deafness. Human Development, n. 16, p. 321-345, 1973.
CAPOVILLA, Fernando Cesar; CAPOVILLA, Alessandra Gotuzo Seabra; MACEDO, Elizeu Coutinho. (Tele)avaliando o desenvolvimento da competência de leitura em ouvintes e surdos de escolas especiais e comuns: o estado da arte. In: MIOTTO, Eliane Correa; LUCIA, Mara Cristina Souza de; SCAFF, Miberto (org.). Neuropsicologia e as interfaces com as neurociências. São Paulo: HCUSP; Casa do Psicólogo, 2007. p. 229-240.
COSTELLO, Brendan; FERNÁNDEZ, Javier; LANDA, Alazne. O sinalizante nativo não-(existente): pesquisa em língua de sinais em uma pequena população surda. In: THEORETICAL ISSUES IN SIGN LANGUAGE RESEARCH CONFERENCE, 9., 2006. Anais [...]. Florianópolis: TISLR9, 2006. p. 351-366.
CRUZ, Carina Rebello; PIZZIO, Aline Lemos; QUADROS, Ronice Müller de. Avaliação da discriminação fonêmica do português brasileiro e da Língua de Sinais Brasileira em crianças ouvintes bilíngues bimodais e em crianças surdas usuárias de implante coclear. Revista da ABRALIN, v. 14, n. 1, p. 337-360, jan./jun. 2015.
DAVIDSON, Kathryn; LILLO-MARTIN, Diane; CHEN PICHLER, Deborah. Spoken English Language Development in Native Signing Children with Cochlear Implants, Journal of Deaf Studies and Deaf Education, v. 19, n. 2, p. 238-250, 2014. https://doi.org/10.1093/deafed/ent045
DIJKSTRA, Ton. Bilingual Visual Word Recognition and Lexical Access. In: KROLL, Judith F.; GROOT, Annette M. B. de (ed.). Handbook o Bilingualism: Psycholinguistics Approaches. New York: Oxford University Press, 2005. p. 179-201.
EMMOREY, Karen; et al. Bimodal bilingualism. Bilingualism: Language and Cognition, v. 11, n. 1, p. 43-61, mar. 2008. https://doi.org/10.1017/S1366728907003203
EMMOREY, Karen. Variation in late L1 acquisition?. Bilingualism: Language and Cognition, v. 21, n. 5, p. 917-918, jan. 2018. https://doi.org/10.1017/S1366728918000196
FERREIRA-BRITO, Lucinda Ferreira. Integração social & educação de surdos. Rio de Janeiro: Babel, 1993.
GROSJEAN, François. Studying Bilinguals. New York: Oxford University Press, 2008.
HERMANS, Daan et al. Modeling Reading Vocabulary Learning in Deaf Children in Bilingual Education Programs. Journal of Deaf Studies and Deaf Education, v. 13, n. 2, p. 155-174, 2008. https://doi.org/10.1093/deafed/enm057
HOFFMEISTER, Robert J. Famílias, crianças surdas, o mundo dos surdos e os profissionais da audiologia. In: SKLIAR, Carlos (org.). Atualidade da Educação Bilíngüe para Surdos. 2. ed. Porto Alegre: Mediação, 1999. v. 2. p. 113-130.
HOFFMEISTER, Robert. J. A Piece of the Puzzle: ASL and comprehension in Deaf Children. In: CHAMBERLAIN, Charlene; MORFORD, Jill P.; MAYBERRY, Rachel I. (ed.) Language Acquisition by Eye. Mahwah: Lawrence Erlbaum Associates, 2000. p. 143-163.
HOFFMEISTER, Robert. J.; CALDWELL-HARRIS, Catherine. L. Acquiring English as a Second Language Via Print: the Task for Deaf Children. Cognition, v. 132, n. 2, p. 229-242, 2014. http://dx.doi.org/10.1016/j.cognition.2014.03.014
HOWERTON-FOX, Amanda; FALK, Jodi L. Deaf children as ‘English learners’: The psycholinguistic turn in deaf education. Education Sciences, v. 9, n. 2, p. 1-30, jun. 2019. https://doi.org/10.3390/educsci9020133
JIANG, Nan. Lexical Representation and Development in a Second Language. Applied Linguistics, v. 21, n. 1, p. 47-77, 2000.
MAYBERRY, Rachel I. When Timing is Everything: Age of First-Language Acquisition Effects on Second-Language Learning. Applied Psycholinguistics, v. 28, p. 537-549, 2007.
MAYBERRY, Rachel I.; EICHEN, Ellen B. The long-lasting advantage of learning sign language in childhood: Another look at the critical period for language acquisition. Journal of Memory and Language, v. 30, p. 486-512, 1991.
MORFORD, Jill; MAYBERRY, Rachel I. A Reexamination of ''Early Exposure'' and Its Implications for Language Acquisition by Eye. In: CHAMBERLAIN, Charlene; MORFORD, Jill P.; MAYBERRY, Rachel I. (ed.) Language Acquisition by Eye. Mahwah: Lawrence Erlbaum Associates, 2000. p. 111-127.
MORFORD, Jill P. et al. When Deaf Signers Read English: do Written Words Activate their Sign Translations? Cognition, v. 118, n. 2, p. 286-92, fev. 2011. https://doi.org/10.1016/j.cognition.2010.11.006
MORFORD, Jill P. et al. Bilingual Word Recognition in Deaf and Hearing Signers: Effects of Proficiency and Language Dominance in Cross-Language Activation. Second Language Research, v. 30, n. 2, p. 251-271, 2014.
MORFORD, Jill P. et al. The time course of cross-language activation in deaf ASL-English bilinguals. Bilingualism: Language and Cognition, v. 20, n. 2, p. 337-350, mar. 2017.
MUSSELMAN, Carol. How do Children Who Can’t Hear Learn to Read an Alphabetic Script? A Review of the Literature on Reading and Deafness. Journal of Deaf Studies and Deaf Education, v. 5, n. 1, p. 11-31, 2000.
ORMEL, Ellen; GIEZEN, Marcel. Bimodal bilingualism cross-language interaction: pieces of the puzzle. In: MARSCHARK, Marc; TANG, Gladys; KNOORS, Harry (ed.). Bilingualism and bilingual deaf education. New York: Oxford University Press, 2014. p. 74-101.
ORMEL, Ellen et al. Cross-Language Effects in Written Word Recognition: the Case of Bilingual Deaf Children. Bilingualism: Language and Cognition, v. 15, n. 2, p. 288-303, abril 2012. https://doi.org/10.1017/S1366728911000319
PLAZA-PUST, Carolina. Language Development and Language Interaction in Sign Bilingual Language Acquisition. In: MARSCHARK, Marc; TANG, Gladys; KNOORS, Harry (ed.). Bilingualism and Bilingual Deaf Education. New York: Oxford University Press, 2014. p. 23-53.
PIÑAR, Pilar; DUSSIAS, Paola E.; MORFORD, Jill P. Deaf Readers as Bilinguals: an Examination of Deaf Reader’s Print Comprehension in Light of Current Advances in Bilingualism and Second Language Processing. Language and Linguistics Compass, v. 5, n. 10, p. 691-704, out. 2011. https://doi.org/10.1111/j.1749-818X.2011.00307.x
QUADROS, Ronice Müller de; CRUZ, Carina Rebello. Língua de Sinais: Instrumentos de Avaliação. Porto Alegre: Artmed, 2011.
SILVA, Giselli Mara da. Perfis Linguísticos de Surdos Bilíngues do Par Libras-Português. 2018a. 216 f. Tese (Doutorado em Estudos Linguísticos) – Faculdade de Letras, Universidade Federal de Minas Gerais, Belo Horizonte, 2018a.
SILVA, Giselli Mara da. Transitando entre a Libras e o português na sala de aula: em busca de estratégias visuais de ensino. Revista X, v. 13, n. 1, p. 206-229, 2018b.
SHOOK, Anthony; MARIAN, Viorica. Bimodal Bilinguals Co-activate Both Languages during Spoken Comprehension, Cognition, v. 124, n. 3, p. 314–324, set. 2012. https://doi.org/10.1016/j.cognition.2012.05.014
STOKOE, William C. Sign Language Structure: An Outline of the Visual Communication Systems of the American Deaf. Journal of Deaf Studies and Deaf Education, v. 10, n. 1, p. 3-37, 2005.
STRONG, Michael; PRINZ, Philip. Is American Sign Language Skill Related to English Literacy? In: CHAMBERLAIN, Charlene.; MORFORD, Jill P.; MAYBERRY, Rachel I. (ed.) Language Acquisition by Eye. Mahwah: Lawrence Erlbaum Associates, 2000. p. 131-141.
SVARTHOLM, Kristina. 35 anos de Educação Bilíngue de surdos – e então? Educar em Revista, ed. esp., n. 2, p. 33-50, 2014.
SWANWICK, Ruth. Policy and Practice in Sign Bilingual Education: Development, Challenges and Directions, International Journal of Bilingual Education and Bilingualism, v. 13, n. 2, p. 147–158, 2010. http://dx.doi.org/10.1080/13670050903474069
WILKINSON, Erin; MORFORD, Jill P. How Bilingualism Contributes to Healthy Development in Deaf Children: A Public Health Perspective. Maternal and Child Health Journal, v. 24, p. 1330–1338, 2020. https://doi.org/10.1007/s10995-020-02976-6
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2023 Letrônica
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
Direitos Autorais
La sumisión de originales para la Letrônica implica la transferencia, por los autores, de los derechos de publicación. El copyright de los artículos de esta revista es el autor, junto con los derechos de la revista a la primera publicación. Los autores sólo podrán utilizar los mismos resultados en otras publicaciones indicando claramente a Letrônica como el medio de la publicación original.
Licença Creative Commons
Excepto donde especificado de modo diferente, se aplican a la materia publicada en este periódico los términos de una licencia Creative Commons Atribuição 4.0 Internacional, que permite el uso irrestricto, la distribución y la reproducción en cualquier medio siempre y cuando la publicación original sea correctamente citada.
