Portuguese Sign Language II

Scholar Year: 2020/2021 - 2S

Courses

Head Teacher Responsability Maria José Duarte Freire Head

Weekly workload Hours/week T TP P PL L TC E OT OT/PL TPL O S Type of classes Lectures Type Teacher Classes Hours Contact hours Totals 1 4,80 Patrícia Pessoa   4,80

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

Portuguese Sign Language

This curricular unit, as well as the following ones (LGP III, LGP IV, LGP V e LGP VI) intend to provide the
students with effective communication competency, within their main working language as future
translators and interpreters of Portuguese Sign Language.
By the end of this curricular unit it is expected that students will show in practice, in the discourse
registers indicated in the curricular unit contents, that they have acquired concepts and their underlying
forms.
Use of adequate expressive techniques in LGP.
That they are able to produce spontaneous discourse based on set themes or pictures and that they can
analyze and correct their signing production whenever they detect an error or are made aware of it by
others

Syllabus

Non-manual elements of LGP; importance of facial and body expression; importance of eye gaze;
expression of the emotional value versus grammatical value expression; semantic variation and double
meaning.
Lexicon: Locations, family members, human body, housing, transport, calendar/days of the week/ months
of the year, real time/ hours, minutes, seconds.
Practical exercises: Narratives/ stories

Demonstration of the syllabus coherence with the UC intended learning outcomes

This curricular unit continues the work initiated in LGP 1. It will develop aspects of vocabulary and
discourse strategies in Portuguese sign language. The variety of themes dealt with will broaden the scope
of basic knowledge of vocabulary and the development of communication competencies as well as of the
grammatical structures of the language.

Teaching methodologies

Expressive technique of description with the use of images, pictures or cartoons
Expressive technique of reporting an event from memory (daily event, script, etc)
Expressive technique of telling a story based in cartoons and storyboards without subtitles
Dialogue technique
Group conversation technique
Total immersion in an LGP communication environment (rule of silence, training visual observation, using
written Portuguese support for lexical items)
Use of video recording as an instrument of register, analysis, and self-analysis of signing productions
Simulation of daily life conversation situations
Participation in activities of social gatherings in the deaf community
Knowing and analysing the theoretical and practice bibliography available concerning the contents of this
curricular unit.

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

Portuguese Sign Language (LGP) is a visual and spatial language. It is the language of the Portuguese deaf
community, and there are records reporting its use from, at least the 15 th century. It has been recognized
as a language since the 4th constitutional revision, Law 1/97, September 20th, in article 74, 2, h), as an
instrument of access to education and equal opportunities for the Portuguese deaf. As with other sign
languages it is a natural language, with its own grammar and lexicon. It has linguistic characteristics
similar to any other natural language and characteristics specific to sign languages due to the fact that it is
a visual and spatial language.
Methodologies adopted in this curricular unit respect, promote and develop the characteristics specific of
a sign language.
Mastering the different aspects of signing space, facial and body expression is the result of several
practical exercises completed by the students and oriented by the teacher.
Expressive mode in sign language is manifested by the articulation of signs and the use of the signing
space, and the receptive mode, through visual training.
Students are led to explore their natural expressivity and their spontaneous signs which are used as a
bridge to achieve the signs of LGP lexicon.
Elaboration of short texts in LGP will contribute towards the consolidation of the acquisition of vocabulary
and work on the grammatical structures of the language.
Video recording of these exercises and their analysis will allow students to be aware of what they have
learned as well as solving some difficulties.

Assessment methodologies and evidences

Evaluation will include the following:
Attendance and participation 20%
Intermediate LGP practical evaluation - 40%
Final LGP practical evaluation - 40%

Bibliography

Amaral, M.A., A. Coutinho, M. R. Delgado Martins, (1994) Para Uma Gramática da Língua Gestual
Portuguesa, Lisboa: Caminho, S. A.
Bettencourt, J., J. Catarino Soares, (1994) “ Língua Gestual Portuguesa – Língua de uma Minoria
Linguística “, in Integrar, nº4, Abr. A Jul.94, Lisboa: IEFP/SNR, pp. 49-55
Bispo, M. et al (Coord.), (2006) O Gesto e a Palavra I – Antologia de Textos sobre a Surdez, Projecto AFAS,
Lisboa: Caminho, S.A.
Bispo, M. e tal (Coord.), (2009) O Gesto e a Palavra II, Lisboa:Caminho, S.A.
Carvalho, P. V. (2007) Breve História dos Surdos. Lisboa. Surd’Universo
Gestuário – Língua Gestual Portuguesa, (1995) Lisboa: SNR – nº5, 2ª Ed.
Gestuário Digital LGP (DVD), (2008) Lisboa: INR – INR, I.P.
Laborit, E., (2000) O Grito da Gaivota, Lisboa:Caminho, S.A.
Prata, 1., (1981), Mãos que Falam, Lisboa: L.Fonética da Fac. Letras da Universidade de Lisboa e
D.G.Ensino Básico
Vídeos: -Peça de Teatro “ As Pupilas do Sr. Reitor” (Atores Surdos)
Workshop “ Dia Nacional da LGP”