Analysis and Production of Bilingual Materials I

N/A

 For this UC, it is considered fundamental to use diversified methodologies in order to encourage debate, research on themes and problems related to bilingual materials for the deaf. We will show and analyse current legislation. Students will watch visual materials in several sign languages, but mainly those that focus on Language Explicit awareness. The Continuous Assessment consists of a frequency carried out in sign language (30%), presentation of an autonomous work (60%) weekly exercises (10%) . Final Exam 100%.

Understand the Education as a whole coherent and sequential one, despite it integrates different cycles; – understands the importance of the joint perceives enters the different levels of education; – to develop the production of educational materials in Portuguese Sign Language appropriate to the different age groups; – articulating the educational needs of each cycle with the production of educational materials; Students should be able to: – understands the Education as a whole coherent and sequential one, despite it integrates different cycles; – understands the importance of the joint perceives enters the different levels of education; – to develop the production of educational materials in Portuguese Sign Language appropriate to the different age groups; – articulating the educational needs of each cycle with the production of educational materials; – to know different teaching strategies to be taken into account for the production of educational materials in Portuguese Sign

1 – The Bilingual Schools for the Deaf in Portugal: law and placements.
1.2 – Bilingual materials in Education
2 – Bilingual Materials in Portuguese and Portuguese Sign Language
2.1- Bilingual materials in other sign and oral languages
3 – The Bilingual Schools for the Deaf in Portugal: law and placements.
3.1- Bilingual materials in Education
4 – Bilingual Materials in Portuguese and Portuguese Sign Language
4.1- Bilingual materials in other sign and oral languages 3- Bilingual materials and Explicit Awareness of the Language

• - Frequency - 30.0%
• - Attendance and Participation - 10.0%
• - Individual and/or Group Work - 60.0%

• - Exam - 100.0%

NAO

CAVACO,F (coord), Programa Curricular de Língua Gestual Portuguesa. Ensino Pré-Escolar e Básico, E Ensino SecundárioDGIDC, M.E, 2007. CORREIA, I, “Morfologia Derivacional em Língua Gestual Portuguesa. Alguns Exemplos”. EXEDRA, nº9, 2014, disponível em http://www.exedrajournal.com/wp-content/uploads/2015/05/n9-C4.pdf IDEM- A Princesa da Terra, do Mar e do Céu, ESEC, 2014 (com Alice Cardoso). Livre bilingue. “Escrever bilingue: ver o mundo a duas mãos”. Em www.porsinal.pt, disponível em http://www.porsinal.pt/index.php?ps=artigos&idt=artd&idart=287 IDEM”Ler bilingue: a importância de livros inclusivos na Educação”, em www.porsinal.pt, disponível em http://www.porsinal.pt/index.php?ps=artigos&idt=artd&idart=229 IDEM com Alves, Cidália (org.): Da Teoria à Prática: A Voz dos Usuários da Língua gestual Portuguesa, Custóias, Associação dos Tradutores, 2013. FERNANDES, S. Educação bilíngue para surdos: identidades, diferenças, contradições e mistérios. Curitiba, 2003. Tese (Doutorado)