Aprendizes surdos de língua portuguesa (l2) escola bilíngue para a inclusiva

Abstract

Fernandes (2012), Góes (2011) and Finau (2014) observe the importance of deaf children attending bilingual schools, having early contact with sign language. The methodology used is of a qualitative nature with a bibliographic basis. Chomsky (2008) explains that there are appropriate ages for linguistic input and it needs to be activated for both mother tongue and second language acquisition. Still for Vygotsky it is important that there is socialization, interaction and the accumulation of experiences for there to be learning. The results of the research were that the difficulties encountered in inclusive schools could be reduced if deaf children had the linguistic base at home with their parents. However, this usually does not occur because most parents are listeners and are unaware of the language acquisition process of babies. Based on the research by Quadros (1997) and Souza (2018), a possible solution was found to be for parents to have training in Libras so that the child learns sign language at home and later when attending a day care center or preschool. with bilingual deaf teachers, to increase the possibilities of language acquisition and fluency.