Portuguese Sign Language V

Scholar Year: 2022/2023 - 1S

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)

Teaching language: Portuguese Sign Language.

This course aims to enable students of this course with effective communication skills in their working
language as future interpreters of Portuguese Sign Language.
At the end of this unit the students are expected to show that they have assimilated the concepts
underlying the course and to demonstrate that they can use expression techniques in LGP adequately.
The students should be able to both produce spontaneous utterances and utterances based on topics or
images they are given. They should be able to analyze and correct any inaccuracies themselves or when
they are made aware of them.

Syllabus

Deepening of the grammatical structures of LGP and understanding of how the language works. Improving
the production and reception of complex utterances in LGP.
Lexical areas to work on : constitution / citizenship Rights/ duties, politics, citizenship, court system, social system, health system, educational system, discoveries, the National Anthem, poetry, religion
Exercises: Narratives / Stories The contact between two languages and two cultures: awareness of the differences and similarities within the class and of the distinctive qualities of each student.

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 increase their communicative capacities
in LGP, as well as acquiring some specific vocabulary in different areas of social political and cultural
intervention with special emphasis on vocabulary in education.
The development of vocabulary and grammatical structures of Portuguese sign language enable the
development of communication skills, both from the perspective of the issuer and receiver of statements.

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

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 guided 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 small 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 ,followed by analysis allow students to be aware of what they learned as well as correcting any difficulties of expression

Assessment methodologies and evidences

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

Bibliography

Bibliografia de LGP I, II, III, IV, e:
Amaral,M.A. A. Coutinho, M.R.Delgado Martins, (1994), Para Uma Gramática da Língua Gestual Portuguesa, Lisboa: Edit.Caminho
Carvalho, P. V. (2019). A educação de surdos na Casa Pia de Lisboa, Lisboa: Casa Pia de Lisboa.
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
Medi@ções – Revista online (2019). Língua Gestual Portuguesa e Comunidade Surda. Vol. 7 N.º 1 (2019), Setúbal: Escola Superior de Educação do Instituto Politécnico de Setúbal, disponível em: https://mediacoes.ese.ips.pt/index.php/mediacoesonline/issue/view/19
Morgado, M. (2007). Mamadu, o herói surdo. (+DVD). Lisboa: Surd'Universo
Morgado, M. (2009). Sou asas. (+DVD). Lisboa:Surd'Universo
Morgado, M. (coord.) (2010) Os meus primeiros gestos. Lisboa: Surd’Universo /CED Jacob Rodrigues Pereira – Casa Pia de Lisboa.
Vídeos;
-I Congresso Nacional dos Surdos – Coimbra 1993
-II Congresso Nacional dos Surdos – Valongo 1994
- 10 anos de reconhecimento da LGP - Surd'Universo - 2007