A aprendizagem de libras e de português em contexto de tandem: um estudo com alunos do curso de Letras: Libras da UFG
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2017-12-15
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Universidade Federal de Goiás
Resumo
This study focuses on the collaborative learning between two deaf and two hearing students
who take Libras as a major at Universidade Federal de Goiás. They had to teach their
language to each other in a tandem collaborative learning processes. The study took place on
the first term of 2017. Tandem learning is a process of cultural and linguistic exchanges
among individuals who have different languages and are willing to teach each other their
language in a collaborative way. Thus, the deaf participant taught Libras to the hearing peer
and learned written Portuguese from him/her. This study also aims to investigate if
collaboration in tandem context can favor the learning of Libras and Portuguese, since they
are languages that have different linguistic modalities. It also investigates which strategies
were taken by the participants to teach each other´s language and the perceptions they had
about the collaborative learning process in tandem context. It is a qualitative case study whose
data were collected through the video recording of the interactions and the interviews. Data
analysis shows that the students used some strategies that mediated the learning process, such
as the use of realia, the use of images, etc. The results also show that the interactions favored
not only linguistic knowledge, but also cultural exchanges and that the deaf students ought to
be taught by the use of sign language. This study aims to bring some reflections on the
learning process in tandem context when the languages involved have different linguistic
modalities, as well as bring some guidance to future language teachers who might teach those
languages in similar contexts.
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OLIVEIRA, Q. M. A aprendizagem de libras e de português em contexto de tandem: um estudo com alunos do curso de Letras: Libras da UFG. 2017. 127 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2017.