EVERYDAY LITERACIES IN EDUCATION:
INSIGHTS FROM USING 'REAL LITERACIES' AND THE 'LINGUISTIC LANDSCAPE' FOR TEACHING ENGLISH TO DEAF YOUNG ADULTS IN INDIA
DOI:
https://doi.org/10.26512/les.v24i1.48625Palavras-chave:
real literacies, linguistic landscapes, deaf, English, IndiaResumo
Neste artigo, discuto a minha experiência em dois projetos de pesquisa-ação sobre o desenvolvimento do ensino de inglês para adultos jovens surdos na Índia, em Gana e em Uganda. Com foco na Índia, eu reflito sobre como nos baseamos em dois conceitos, “letramentos reais” (ROGERS, 1999) e “paisagens linguísticas” (CONOZ; GORTER, 2008), para construir uma pedagogia comunicativa da linguagem centrada no/a aluno/a. Adotamos essas perspectivas para criar conjuntamente com os estudantes um programa de estudos baseado em seus usos cotidianos de inglês. O projeto buscou empoderar jovens surdos por meio do desenvolvimento de sua capacidade de se comunicarem em inglês, valorizando também a sua língua materna – a língua de sinais –, oferecendo, portanto, uma educação bilíngue adicional. Neste trabalho, discuto como estudantes e tutores se engajaram com a abordagem. Eles questionaram ativamente alguns dos nossos planejamentos e sugeriram adaptações para as atividades propostas inicialmente. Concluo o artigo com algumas reflexões sobre o que podemos extrair da nossa experiência no que diz respeito à adaptabilidade e à relevância dos 'letramentos reais' e das 'paisagens linguísticas' para o trabalho com estudantes surdos.
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