A interlíngua na produção textual escrita em língua portuguesa de estudantes surdos do 3º ano do ensino médio do Instituto Federal da Bahia, campus Salvador

Abstract

This research, classified as a descriptive case study with a qualitative interpretive approach, had as its central point identifying the characteristics of Interlanguage (IL) in the essays of four deaf students enrolled in the 3rd year of high school at IFBA, Campus Salvador, in 2023. We sought to organized these characteristics into three levels, separating them into graphic-visual, morphosyntactic and semantic-pragmatic aspects. Furthermore, a semi-structured interview was carried out with each of them to understand how their life story and their history with language influence their process of acquiring LP2 (Portuguese language as a second language) writing. A reflection was made on the teaching methodology used to teach LP2 to the deaf. It was highlighted that bilingual teaching of LP2 in written form for the deaf must have a communicative focus; use Libras as a language of instruction, teaching, communication and interaction and LP as a language of instruction; use different authentic textual genres that circulate in everyday life; use resources that contain image semiotics (Visual Pedagogy) and promote exchange between deaf and hearing cultures; take into account topics of interest to students when preparing classes and selecting texts; and, finally, approach the teaching of grammar from the perspective of linguistic analysis. After enumerating which PL contents deserve attention when working with the deaf students in question to help them advance in the IL stages, the topic Sentence ordering was chosen and a pilot proposal for a teaching approach was presented following the parameters presented in the research. This research proved to be pertinent given the scarcity of materials that guide the work of the LP2 teacher in the written modality for deaf students, mainly in high school. Given great need, research like this can contribute to creating possibilities for the real acquisition of written LP2 for the deaf at school and in other non-school spaces. There is still a long way to go regarding the topic covered. More research on this topic needs to be carried out to understand the processes involved in teaching and learning LP2 in written form for the deaf.