The deaf student learning english in the inclusive school: a Vygotskian approach

Abstract

This article arose from the need to direct our attention to a scenario in which the school can no longer be omitted: the teaching of English to deaf students. It presents an analysis of interactions observed during an English class in which two deaf students and an interpreter discuss a text. This research was done according to the sociocultural parameters of Vygotsky (1998) in which the concepts of zone of proximal development (ZPD), internalization and scaffolding will be discussed. Some considerations about inclusion, its laws and the causes that it promotes will be analyzed. Due to the small number of participants, this research appears as a case study (BOGDAN E BIKLEN, 1994). The results in this research demonstrate that the participants, while performing activities that involve the interpretation of the text, do so in a collaborative way in which the interpreter has the function of more competent peer (Vygotsky, 1998). By the offering of scaffolding (Wood, BRUNNER and Ross, 1976; LANTOLF and APPEL, 1994; ANTÓN and DICAMILLA, 1999; DONATO, 2000, MELLO, 2002), the acquisitions of English language and also Portuguese and Sign Language have been possible. Therefore, it is important to consider the bilingualism philosophy so the deaf student can live with their community to build their speech (Sign Language), identity and culture. The data show deaf students have an active stance in the discussion of the text with the interpreter.