Bilingualism in Physics teaching for a Deaf preservice teacher
Keywords:Physics Teacher Training, Teaching Physics for the Deaf, Bilingualism
AbstractCONTEXT AND RESEARCH OBJECT
We present the results of inclusive actions carried in order to support the learning of a Deaf student undertaking an undergraduate course training science teachers for rural education. We outline the development of the supervised internship for this student. These actions were carried out by two internship advisors with some fluency in one of the Brazilian Sign Languages (Libras). This Deaf preservice teacher went through the language acquisition process late and showed significant difficulties with Libras, with Portuguese and, consequently, with the scientific language. In addition, she did not learn the physics content that should have been taught in the internship, Simple Harmonic Motion (SHM), either in high school or during college. Thus, several coordinated actions were necessary for her to learn the content to be able to teach it. This led us to question how we design teaching physics content and assessment to meet Deaf students' needs in the university.
THEORETICAL-METHODOLOGICAL FRAMEWORK AND METHODOLOGY
Based on Cultural Historical Activity Theory (Leontiev, 1988; Engeström, 2002), the research was limited to a study of the process of learning SHM by a Deaf preservice teacher. Monitoring was carried out in Libras, without interpretation into Portuguese, from the perspective of Deaf Education by Bilinguilism, that is considering the sign language as the student’s first language (L1) and the written modality of oral language, their second (L2) (Brasil, 2005). The research data were collected through two video recordings: (i) SHM teaching interventions for her, specifically an experiment with a simple pendulum to study its period of oscillation; and (ii) a simulation of the Physics internship regency conducted by her.
BILINGUAL LINGUISTIC MEDIATIONS IN SCIENTIFIC LITERACY
The research findings could be expressed into five categories (actions):
(1) to anchor the communication process in visual resources, such as pictures and words written on the board, mobilizing the memory of mathematical and Physics concepts;
(2) take care of the reading process in lexicalized Portuguese, which involves word-by-word signaling and compromises the meaning of the passages read;
(3) to be aware of the scarcity of vocabulary in Libras for Maths and Physics concepts, which results in the imprecision of signs used for different concepts, such as ‘oscillation’ and ‘swing of the simple pendulum’;
(4) to use spontaneous classifiers (gesture markers) that allow evidencing with precision the meaning of concepts, such as ‘periodic wave’ and ‘arithmetic mean’;
(5) to mobilize memory for precise signaling of concepts such as ‘period’ and the relationship between arithmetic mean and repetition of the pendulum swing.
These categories indicate teaching content and assessment criteria that must be considered to meet a Deaf student's needs from a perspective of inclusive Deaf Scientific Education through Bilingualism.REFERENCES
Brasil. Decreto nº 5.626 (2005, 22 de dezembro). Regulamenta a Lei no 10.436, de 24 de abril de 2002. Retrieved August 12, 2022, from http://www.planalto.gov.br/ccivil_03/_Ato2004-2006/2005/Decreto/D5626.htm
Engeström, Y. (2002). Non scolae sed vitae discimus: como superar a encapsulação da aprendizagem escolar. In H. Daniels, (Ed). Uma introdução a Vygotsky (pp. 175-197). São Paulo: Loyola.
Leontiev, A. N. (1988). Uma contribuição à teoria do desenvolvimento da psique infantil. In L. S. Vygotsky (et al.), Linguagem, desenvolvimento e aprendizagem. São Paulo: Ícone.
Authors who publish with the Proceedings of the International Conference on Physics Education 2022 agree to the following terms:
a) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
b) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
c) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access - http://opcit.eprints.org/oacitation-biblio.html).
Privacy Statement The names and email addresses entered in the Proceedings of the International Conference on Physics Education 2022 site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.