Plurilingualism, Deafness and Sign Language (ICS-Católica) - 2nd semester
Code
7220911675
Academic unit
Faculdade de Ciências Sociais e Humanas
Department
Linguística
Credits
5
Teacher in charge
Ana Mineiro (ICS-Católica), Filomena Capucho (ICS-Católica), Helena Carmo (ICS-Católica), Sofia Lynce de Faria (ICS-Católica)
Weekly hours
1,5 letivas + 0,5 tutorial
Teaching language
Objectives
The general objectives of this Course are related to public awareness of future
language professionals for the various aspects involving Deafness and that develop
beyond the neurobiology of the brain deaf. Be discussed in the course aspects such
as the culture of this minority population (round about 5% of its population) and its
official language in Portugal, the Portuguese Sign Language (LGP). Regarding LGP, it is
intended that students master the basic vocabulary with regard to everyday
communication.
Prerequisites
Subject matter
1. Plurilingualism, as a factor of human and social development
1.1. Multilingualism vs. plurilingualism
1.2. Language / culture relations
1.3. Plurilingualism, cognitive development and representations
1.4. Globalization, citizenship and plurilingualism: myths and reality
2. Various Perspectives on Deafness
2.1. Medical perspective
2.2. Linguistic and Cultural Perspective of Deafness
2.3. Bilingualism and bimodality
DAEQ.MD.05.01: Ficha de Unidade Curricular
Avenida de Berna, 26-C | 1069-061 Lisboa | Portugal
Tel.:+351 21 790 83 00 | Fax: +351 21 790 83 08 | www.fcsh.unl.pt Pág. 4/5
3. Specific aspects of the deaf brain
3.1. Functional neuroanatomy of the production and comprehension of the sign
language
3.2. The role of the right hemisphere in processes of language and deafness
3.3. The role of subcortical structures in sign language
3.4. Effects of neuroplasticity on deafness
4. Linguistic components of sign language
4.1. Fonology
4.2. Morphology
4.3. Syntax
4.4. Semântica
Bibliography
Capucho, F. (2018) Plurilingual interactions – the role of interproduction strategies.
In Marianne Hepp & Martina Nied Curcio (eds.), Educazione plurilingue: ricerca,
didattica e politiche linguistiche (pp.157 – 166) . Roma : Istituto Italiano di Studi
Germanici.
Christiansen, J. & Leigh, i. (2002). Cochlear Implants in Children: Ethics and Choices.
Washington, D.C: Gallaudet University Press.
Corina, D. P., Vaid, J., & Bellugi, U. (1992). The linguistic basis of left hemisphere
specialization. Science.
Grommes, P. & Hu, A. (2014). Plurilingual Education: Policies – practices – language
development. Amsterdam/Philadelphia: John Benjamins.
Mineiro, A., Nunes, M.V., Silva, S., Moita, M., & Castro Caldas, A. (2014). Bilingualism
in deaf people: a neurolinguistic approach. In G. Tang, H. Knoors & M. Marschark
(Eds), Studies on Bilingualism (pp. 187-210) Oxford: Oxford University Press.
Teaching method
Teaching methodologies will alternate between lectures and practical activities. If
necessary, students will have tutorial supervision.
Evaluation method
The evaluation will be based on continuous assessment in the area of language
practice and a final test with both a practical and a theoretical component. The
continuous assessment and the final test will total 100% (50% each). The test will be
multiple choice and it will contain 20 questions.
Students who fail or seek to improve their grade may take a final exam, which will
also include a practical component.