|Mapa da ESE Setúbal|
Portuguese Sign Language III
Scholar Year: 2021/2022 - 1S
||Línguas e Literatura
||N. of students
|Maria José Duarte Freire||Head|
|Type of classes
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
Teaching language: Portuguese Sign Language.
This curricular unit, as well as the following ones (LGP II, LGP III, LGP IV, LGP V e LGP VI) intend to provide the students with an effective communication capacity, within their main working language as future translators and interpreters of Portuguese Sign Language.
By the end of this unit it is expected that students will have acquired and internalized the knowledge of Portuguese sign language which has been worked on throughout the first year. In this second year there is
an expansion in the semantic and structural contexts that will allow students to develop their signing
expression techniques which they will be using during their future professional performance.
Understanding the timeline in LGP and its influence on verbs and their complementary time elements;
aspect, intensity and quantity variation; directional and reflexive verbs. Contact between two languages
and two cultures: awareness towards differences and similarities in the classroom and particularities of
Lexicon: Seasons, weather, astrology, school material, study subjects, professions, sports, free time.
Demonstration of the syllabus coherence with the UC intended learning outcomes
New themes studied in this curricular unit widen semantic and structural contexts, needed for a good
linguistic development of the students, giving them the ability to raise their communicative capacities in
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
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 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 various
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 to consolidate the acquisition of vocabulary and work on the grammatical structures of the language.
Video recording of these exercises and their analysis allow students to be aware of what they 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%
Bibliografia de LGP I, II, e:
Lane, H., (1989), When the Mind Ears – A History of the Deaf, New York: Vintage Books
Lane, H., (1997), A Máscara da Benevolência, Lisboa: Horizontes Pedagógicos, Instituto Piaget
Sacks, O., (1989), Vendo Vozes, Rio de Janeiro: Imago Editora,