The aim of this study was to investigate how pedagogues in preschool can support children with Finnish as mother tongue in their language development in Finnish. Previous studies in the field of language development stresses the importance of the child's capability to understand and to make itself understood. Through the perspective of translanguaging, code switching is a natural part of a bilingual person's language, although the language is constantly adapted to the linguistic situation. In qualitative interviews, pedagogues in a Finnish preschool in Sweden described their perception of how code switching affect the language development, how the language development is affected when code switching is not selectable, and how contextual attitudes affect the tendency for code switching. The result showed that code switching increases the possibilities to express oneself, that a well-developed bilingualism has importance for the identity, and that social norms implies consequences to the individual's language practice.

abstract: Codeswitching, or the bilingual practice of switching between two languages, is a frequently misunderstood phenomenon in many fields, including education. Given the growing number of bilingual students and English Language Learners in U.S. schools, it is imperative that the field of education be informed by current research in bilingualism and language acquisition, including codeswitching. Codeswitching that occurs within a sentence is subject to specific rules derived from the languages involved in the switching. Furthermore, a codeswitcher's intuitions about the grammatical acceptability of certain switches over others, called grammaticality judgments, provide linguists with a unique window into how the language systems interact. In current codeswitching research, it is sometimes claimed that simultaneous and early sequential bilinguals provide more accurate grammaticality judgments than late sequential bilinguals. Although this claim is largely motivated by Critical Period Hypothesis research, the grammaticality judgments of the three groups of bilinguals have yet to be systematically compared to determine if there is indeed a difference in judgments. This dissertation investigates potential differences in intrasentential codeswitching patterns of simultaneous, early sequential and late sequential Slovak-English bilinguals (N = 39) through a comparison of grammaticality judgments. Analysis of potential differences is grounded in generative approaches to first and second language acquisition. Grammaticality judgments from Slovak-English bilinguals were elicited through a survey of constructed items. Chi square results are analyzed to determine variation in judgments attributable to bilingual group based on age of onset of exposure to English. In addition, a sub-study of data from the Welsh-English Siarad Corpus (http://www.siarad.org.uk/siarad.php) is presented. Normed token means for English and mixed tokens for simultaneous, early sequential, and late sequential bilinguals are compared using ANOVA tests, and variability is discussed in light of relevant theoretical considerations. Results from this study indicate that there are few differences attributable to age of onset of exposure, thus helping to clarify current practices in codeswitching research methodology, particularly in terms of identifying characteristics of participants. The study also addresses issues surrounding the critical period hypothesis and the effect of age of onset of exposure in bilingualism, topics which are both directly relevant to the field of education. / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2010

This study aims to gain a broader view, within the frame of a comparative international perspective, of the relationship and dilemmas between the theoretical visions of the curriculum and their applicability in practice by mother tongue teachers within the current organizational structures and given resources. The research uses a qualitative and comparative method and semi-structured interviews of ten mother tongue teachers, five Chinese Mandarin and five Spanish, teaching Compulsory School level 7 to 9 in Sweden. The interviews and dialogues with the teachers make it possible to see phenomenon from many different perspectives and build knowledge after the interpretation and exploration of their testimonies and experiences. The study is comparative and one can see that there are more similarities than differences among the interviewed Spanish and Chinese mother tongue teachers. Both groups defined MTE (Mothet Tongue Education) as essential in the lives of children and youths and mention aspects such as intellectual development, identity, and interculturalism linked to the labour market. Also the feeling of a sense of community with other cultures in the world would empower the students with a capacity for social relationships, tolerance, and understanding of different peoples. Thereafter I investigate if the mother tongue teachers find it difficult to interpret and implement the formulations of the SNAE (Swedish National Agency for Education) curriculum and the policies that govern their specific role in the school system. It also implies identifying some of the external, contextual factors that can affect the effective application of the curriculum. Concerning the curricular aspects, the conclusion is that many of the visions described in the texts are not compatible with the situation of mother tongue teaching or to the reality of the students. Organizational factors, incomprehension and lack of platform-based research affect negatively the ambitions of effective and equitable MTE in Sweden. In addition, these teachers are also preoccupied with the future of MTE in Sweden. The political discourse would appear to be driving Europe towards right-wing political ideas in which MTE would not be a priority.

Doctor of Philosophy / Department of Psychological Sciences / Heather R. Bailey / Bilingualism refers to an ability to speak two or more languages and the daily experience involved in coordinating these two languages can have a strong effect on bilinguals’ cognition. For decades, research strongly supported the idea of bilingual advantage; however, recent studies have found no bilingual advantage. Not surprisingly, such conflicting findings raised concerns about the validity of previous research as well as several other methodological issues. For instance, simple cognitive tasks like the Simon task are commonly used in bilingualism research, but they may not best capture bilinguals’ daily experience using the two languages. Bilinguals are constantly suppressing one language while engaged in other tasks, which is better captured by complex working memory (WM) tasks. Most importantly, previous work has not empirically evaluated the effects of language mode on bilinguals’ cognitive performance. Language mode refers to the state of activation of each language. Bilinguals may be in monolingual mode if only one of their languages is activated, whereas they may be in bilingual mode if both of their languages are activated. Previous work has proposed that language mode can have an effect on performance. Thus, the main objective of this dissertation was to evaluate the possible effects of bilingualism on complex WM performance while controlling for language mode and various demographic variables. The Pretest provided initial evidence that language mode affected performance on a simple cognitive task like MPWI. Therefore, a similar language mode manipulation was used in the Main study while testing performance on several complex WM tasks (CSPAN, OSPAN, and RotSpan) and the Simon task for monolinguals, bilinguals in bilingual mode, and bilinguals in monolingual mode. No significant differences were observed between all bilinguals and all monolinguals on any of the measures. However, significant differences were observed once language mode was accounted for. That is, bilingual participants in bilingual mode outperformed both bilingual participants in monolingual mode and monolingual participants on measures of complex WM. Further, there were no differences between monolinguals and bilinguals in monolingual mode. Thus, being in monolingual mode and fully suppressing one language may require more inhibition resources than bilingual mode in which both languages are active, and as a result, there may be fewer resources left to complete the complex WM span tasks. Importantly, the current work shed light on the hotly debated issue of the existence of a bilingual advantage by identifying a third variable that may explain the conflicting results in the literature. That is, no bilingual advantage was observed, but the current data provide evidence of a bilingual mode advantage.

South African education authorities demand of teachers a high degree of competency in both official languages. In the Cape Province in particular, teachers are not considered eligible for promotion posts unless they possess the so-called Higher Bilingualism Certificate, signifying their command of both official languages at "First Language" level. In view of the fact that the overwhelming majority of schools nowadays are single-medium institutions; this requirement may strike the objective observer as an anomaly. An attempt was made, therefore, first of all to investigate the historical background to this requirement. The "language question", a problematic feature of South African education since the beginning of the nineteenth.century, was not resolved when legislators chose "bilingualism and language equality" for the Union of South Africa in 1910. The available evidence suggests, however, that bilingualism was actively pursued as an educational ideal at least until the end of the 1940s, and for this reason education authorities placed a high premium on teachers who were "fully bilingual". Nowadays the typical (White) school is a single-medium institution where the second language is rarely if ever heard outside the classroom where it is taught as a subject. The present policy, to demand a high degree of proficiency in both official languages of teachers occupying promotion posts at such a school, may then be described not only as an anomaly, but as an anachronism. A further problem is the fact that the various educational institutions (specifically teachers' colleges and universities) that set examinations leading to the Higher Bilingualism Certificate rarely communicate with one another, and are therefore unable to agree on uniform standards and criteria, or to ensure that such standards are maintained. That this is indeed the case, was confirmed by examination of "Big E" test papers set at three teachers' colleges, two Colleges for Continued Training, and four universities in the Cape Province. In an attempt to establish what assistance and support might be needed by a "second language" user of English in order for him to improve to the point where he resembled a "first language" user of English in his "terminal language behaviour", a comparison (by means of error analysis) of the responses of two groups (an Ll and an L2 group) to the same test paper was undertaken. The available evidence suggests that L2 users may need to be helped to acquire a more extensive vocabulary, but, above all, that they need to improve their ability to handle two crucially important aspects of usage: idiom and grammar. The final chapter attempts to establish pedagogic and linguistic bases for a course intended for "Big E" candidates, and makes recommendations with regard to (i) the content and the form of the course, and (ii) sound examination practice. The concluding thoughts offer the view that such a course could remain useful even in a future South Africa where the emphasis may shift from a demand for teachers who are "fully bilingual" to teachers who have a good command of English.

The dissertation thesis "How to use the potential of bilingual environment efficiently" endeavors to highlight bad as well as good practices in bilingual upbringing. Bilingualism represents at present a very topical issue. In connection with increasing globalization, the issue of learning of foreign languages is more and more emphasised. People living in mixed marriages have often no idea how to bring their children up. In many cases they take steps that lead to irreversible consequences. The theoretical part of the thesis gives a survey of bilingualism, the division and kinds of bilingualism and ways of its acquisiton. The theory is practically illustrated in the empirical part through various examples. 42 case studies have been carried out, which include characteristic and uncharacteristic respondents. The findings of the research are compared with the facts mentioned in the reference works. The aim of the dissertation thesis is to find out which educational methods should parents follow in bilingual education and which methods they should better avoid.

Este trabajo ha tenido como objeto hacer una investigación sobre la percepción que tienen los padres en relación con el desarrollo del bilingüismo de sus hijos, y que en un plazo determinado podrían considerarse como ventajas o desventajas. Las apreciaciones podrán ser corroboradas cuando llegue el momento en que las personas que lo experimentaron, apliquen dichos conocimientos. Con una metodología cualitativa se entrevistaron a cinco padres que voluntariamente aceptaron formar parte de la investigación. Luego de haber recibido los informes de las entrevistas se procedió a contrastarlas con la teoría propuesta por algunos autores que han profundizado en el estudio del bilingüismo infantil y de manera especial en Suecia. Las respuestas de los padres fueron muy variadas y en algunos casos muy similares, lo cual llevó a desarrollar una discusión final y posteriormente a una conclusión general. / The purpose of this research paper was to investigate the perception that parents have in relation to the development of their children's bilingualism, and that in a given period of time could be considered as advantages or disadvantages. Appraisals can be corroborated when the people who experienced it apply that knowledge. With a qualitative methodology five parents who voluntarily agreed to be part of the research were interviewed. After having received the reports of the interviews, these were contrasted with the theory proposed by some authors who have deepened in the study of children's bilingualism, especially in Sweden. The responses of the parents were very varied and in some cases very similar, which led to the development of a final discussion and then a general conclusion.

A formação de professores é atualmente uma área de investigação bastante explorada, mas quando envolve bilinguismo, principalmente quando essa forma de bilinguismo envolve modalidades e culturas diferentes, observa-se que essa área é pouco explorada. Nesse contexto, o presente estudo teve como objetivo geral traçar um panorama da formação linguística bilíngue bimodal e da proficiência em Libras (Língua Brasileira de Sinais) de professores ouvintes que atuam na docência em escolas de surdos. A partir desse objetivo geral, foi aplicado o QueHLAP – Questionário de Histórico de Linguagem e Autoavaliação de Proficiência (FLORES; FINGER, 2014), um questionário que integra 30 perguntas fechadas e 5 perguntas abertas. São consideradas sete áreas nos grupos de perguntas, a saber: (a) Identificação Pessoal; (b) Características Familiares; (c) Formação Acadêmica; (d) Formação Linguística; (e) Proficiência; (f) Uso e Interação entre/de Línguas; e (g) Metalinguagem. As áreas de investigação do QueHLAP são constituídas a partir de características percebidas nos estudos bilíngues e/ou em estudos surdos, fornecendo dados valiosos para compreender a formação linguística individual e do coletivo. Os critérios de participação na pesquisa incluíram (a) ser professor ouvinte; (b) atuar em escola de surdos que utilize a Libras como primeira língua de instrução, cujas aulas sejam ministradas sem a presença ou necessidade de Tradutor/Intérprete de Libras; e (c) preencher pelo menos 90% do QueHLAP. Participaram deste estudo 65 docentes ouvintes bilíngues Libras/Português Brasileiro, de escolas da rede particular, estadual e municipal do Rio Grande do Sul, compreendendo as regiões da Serra Gaúcha, Litoral Norte, Vale dos Sinos, metropolitana e a capital do estado. Os participantes atuam desde a Educação Infantil aos diferentes níveis da Educação Básica em escolas de surdos e ou escolas com classes especiais para surdos. A amostra final foi composta por professores bilíngues com idade entre 21 e 61 (Média = 43,08; Desvio Padrão = 9,06); constituído por 90% (n = 58) são do sexo feminino, e apenas 11% (n = 7) possui familiar surdo. Esses 11% com familiares surdos são na sua maioria parentes fora do núcleo familiar de casa. Para análise de dados utilizou-se o SPSS (Statistical Package for the Social Sciences), para estudos de correlação de variáveis, que gerou correlações da proficiência autoavaliada com qualidade de uso de aspectos gramaticais, e outras váriaveis correlacionadas como escrita de sinais; formação formal e aprendizagem através da experiência docente; e comparação entre grupos com formação de professores para surdos e com formação de Tradutor/Intérprete de Libras. Os resultados sugerem que a formação linguística dos professores ouvintes seja repensada para contribuir de uma forma mais efetiva na qualidade de uso dos aspectos gramaticiais da Libras, bem como aumento da proficiência autoavaliada no ato de ensino-aprendizagem, para que a comunicação entre docentes ouvintes e discentes surdos possa ser ainda mais qualificada. / Teaching training is a widely explored area of study, but when it comes to bilingualism, more precisely in cases in which being bilingual involves two different language modalities and cultures, research production sees to have received less attention. The present study aims at providing an overview of the bimodal bilingual linguistic training and proficiency in Libras (Brazilian Sign Language) of hearing teachers who work in deaf schools. To fulfill this goal, the QheHLAP – Language History and Self-Assessment Questionnaire (FLORES; FINGER, 2004) was applied to a group of bimodal bilingual teachers. The questionnaire has 30 closed questions and 5 open questions grouped into seven areas, as follows: (a) Personal Identification; (b) Family characteristics; (c) Academic Training; (d) Linguistic Training; (e) Proficiency; (f) Usage and Interaction among/in between the Languages; and (g) Metalanguage. The areas investigated in the QueHLAP comprised characteristics observed in Bilingualism and/or in Deaf Studies, and provide valuable data to understand individual and group linguistic training. The criteria to participate in this research included (a) to be a hearing teacher; (b) to work in schools for deaf people who use Brazilian Sign Language as the fist language of instruction, where classes are taught without the presence or the need for a sign language interpreter of Brazilian Sign Language; and (c) to fill in at least 90% of QueHLAP. Sixty five bilingual Brazilian Sign Language-Portuguese hearing teachers who work private schools, local municipal schools and state schools participated in this study. Participants work in all levels of education in schools for deaf people or in schools which provide special classes for the deaf. The sample was made up by bilingual teachers aged in between 21 and 61 (M = 43,08; SD = 9,06); 90% of which female (n = 58). In addition to that only 11% (n = 7) of the sample reported having a deaf family member, who in most cases is a relative who does not live in the same house. SPSS (Statistical Package for the Social Sciences) was used to carry on the analyses of the data, which consisted of variables correlation. Through correlations of the self-assessed proficiency with quality of usage of grammatical aspects and other correlated variables such as sign writing, formal training and learning through teaching experience, and teacher training and sign language interpreters courses. The results suggest that linguistic training of hearing teachers needs improvement in order to contribute to a more effective quality of usage of Brazilian Sign Language, as well as for the improvement of self-assessed proficiency during the act of teaching and learning, in order for the communication between hearing teachers and deaf students to be even more qualified.

Made available in DSpace on 2018-06-18T13:12:09Z (GMT). No. of bitstreams: 0 Previous issue date: 2016 / Introdução: A complexidade do mundo contemporâneo e as exigências do mundo do trabalho demandam uma formação qualificada do profissional da área de saúde que envolve o aprimoramento de novas competências. A Universidade Federal da Integração Latino-americana (UNILA), na tríplice fronteira recebe discentes brasileiros e de outros países da América Latina, inclusive de Países caribenhos não latinos. Esta universidade tem como características a multiculturalidade e o bilinguismo e tem como princípio a cooperação solidária. Sendo assim a UNILA, vivencia uma experiência única em um cenário rico quanto à diversidade cultural, onde discentes e docentes de diversos países compõem esse contexto, proporcionando novas possibilidades e desafios na Educação Superior. Uma educação ampliada dentro da multiculturalidade instiga ao conhecimento de novos saberes e novas práticas no processo de formação profissional. Objetivo: Descrever as contribuições para o processo de ensino/aprendizagem na perspectiva advinda da multiculturalidade e do bilinguismo no contexto da tríplice fronteira do Curso de Medicina da UNILA. Especificamente propõe-se: Analisar a percepção dos docentes e discentes sobre a formação médica frente à DCN e o PPC, analisar a percepção docente e discente sobre o processo de ensino/aprendizagem desenvolvido, no contexto da multiculturalidade e do Bilinguismo no cenário de tríplice fronteira e construir e validar o instrumento atitudinal do tipo Likert. Metodo: Com abordagem quali-quantitativa, de característica descritiva e exploratória, o estudo foi realizado na Universidade Federal de Integração Latino Americana – UNILA. O estudo em consonância com os preceitos éticos de pesquisa teve a coleta de dados dividida em duas etapas. Na primeira, foi aplicado o instrumento Atitudinal Likert, com 111 discentes, distribuídos nos 1º e 2º ano e 7 docentes integrantes do referido Curso. Foram construídas 4 dimensões à luz dos objetivos da pesquisa, buscando identificar a percepção dos respondentes sobre o objeto pesquisado. Na segunda etapa, foram realizadas entrevistas com 11 docentes. As entrevistas foram gravadas, transcritas e os dados analisados por meio da técnica de análise de conteúdo, modalidade temática. Resultados: Os participantes valorizam a perspectiva multicultural e bilinguista no processo de formação médica na UNILA e expressão uma adequada correlação com o conteúdo das DCN e do PPP do curso. Contudo os dados obtidos apontam desafios relacionados Preponderância da língua nativa em relação á hispana e necessidade de ampliar a legislação sobre mobilidade de estudantes e profissionais e sobre a prescrição médica em diferentes países. Conclusões: A formação médica em construção pela UNILA na tríplice fronteira se constitui numa perspectiva relevante para uma compreensão ampliada e qualificada de atenção à saúde dos países que a compõem. Contudo, aspectos de infraestrutura como a oferta de bibliografia em espanhol, o uso desta língua no processo de formação, o aumento de cenários de prática nos países fronteiriços, entre outros devem ser potencializados em curto prazo para a criação de condições satisfatórias de implantação do referido Curso de Medicina. / Introduction: The complexity of the contemporary world and the demands of the labor market require a qualified professional training of health that involves the improvement of new skills. The Federal University of Latin American Integration (UNILA) in the triple border receives Brazilian and other Latin American countries, including non-Latin Caribbean countries students. This university has the characteristics multiculturalism and bilingualism and its principle the partnership. Therefore UNILA, experiences a unique experience in a rich scenario as cultural diversity, where students and teachers from different countries make up this context, providing new opportunities and challenges in higher education. An expanded education within multiculturalism instigates knowledge of new knowledge and new practices in the training process. Objective: To describe the contributions to the teaching / learning process in arising perspective of multiculturalism and bilingualism in the context of the triple border of Medicine Course UNILA. Specifically it is proposed to analyze the perception of teachers and students about medical training against DCN and PPC, analyze teaching and student perception of the teaching / learning process developed in the context of multiculturalism and bilingualism in the tri-border scenario and Build and validate the likert type instrument. Method: With qualitative and quantitative approach, descriptive and exploratory character, the study was conducted at the Federal University of Latin American Integration - UNILA. The study in line with the research ethical principles had to collect data divided into two stages. At first, the instrument Attitudinal Likert was applied, with 111 students, distributed in 1st and 2nd year and 7 members teachers of that course. 4 dimensions in the light of the research objectives were constructed in order to identify the perceptions of respondents about the researched object. In the second phase, interviews were conducted with 11 teachers. Interviews were recorded, transcribed and analyzed using content analysis technique, thematic modality. Results: Participants value the multicultural perspective and bilinguista the medical training process in UNILA and express a proper correlation with the content of DCN and of course PPP. However the data suggest challenges preponderance of native language regarding Hispanic and will need to expand the legislation on mobility of students and professionals and on medical prescription in different countries. Conclusions: Medical training in construction by UNILA in the triple border constitutes a relevant perspective for a larger and qualified understanding of health care in the countries that comprise it. However, aspects of infrastructure such as the provision of bibliography in Spanish, the use of this language in the training process, the increase of practice scenarios in border countries, among others, should be potentiated in the short term to create satisfactory conditions of implantation Of the said Course of Medicine.

Submitted by admin tede (tede@pucgoias.edu.br) on 2018-11-22T18:06:36Z No. of bitstreams: 1 Edna Misseno Pires.pdf: 1916835 bytes, checksum: 0a832f850a64ef36888aad0ffd60f092 (MD5) / Made available in DSpace on 2018-11-22T18:06:36Z (GMT). No. of bitstreams: 1 Edna Misseno Pires.pdf: 1916835 bytes, checksum: 0a832f850a64ef36888aad0ffd60f092 (MD5) Previous issue date: 2018-08-24 / This research aimed to understand the theoretical and methodological aspects for the education of the deaf in the XXI century, explaining which are the most present national and international propositions in the discourse for the education of the deaf in Brazil. It also aimed to explain the context of Brazilian educational discourse from the twentieth century on, analyzing the ruptures and continuities of this discourse on the education of deaf as well as the most present influences in the formulation of it. In order to guide this work the following problematic was raised: Which are the knowledge strands that configure the Brazilian educational discourse and the international discourse for the education of the deaf in the 21st century? It is a qualitative bibliographic research, with methodological procedure of research of the "state of knowledge". As a first step in this investigative study, a survey of the theses and dissertations that approached the theme "education of the deaf" was carried out, from 1995 to 2015, based on the CAPES Theses and Dissertations Bank. This balance allowed to identify the proposals for the education of deaf people more frequent in the Brazilian educational discourse and international authors more present in the formulation of this discourse. A total of 151 papers were compiled, between theses and dissertations, being 51 theses and 100 dissertations. Of the 151 papers identified, 25 papers were selected that specifically addressed the theoretical and methodological aspects of deaf education and, for this reason, were considered the main source of this research. This work was based on the thesis that the Brazilian educational discourse for the deaf in the 21st century is based on bilingualism, presenting three aspects: political, cultural and linguistic, especially in the linguistic aspect that appears as a highlight for the recognition of the use of sign language in the current proposal for the education of the deaf. The international discourse, also based on bilingualism for the education of the deaf, is part of the political dimension with the international documents for education for diversity. The political discourse stands out, above all, in the linguistic policy defended by the social movements in search of the recognition of sign language and the promotion of its teaching. This international discourse also appears on the cultural side with the aim of showing that the deaf should be seen as people who use their own language and express themselves culturally through this language. / Esta pesquisa visou a compreender as vertentes teóricas e metodológicas para a educação de surdos no século XXI, explicitando quais são as proposições nacionais e internacionais mais presentes no discurso para a educação de surdos no Brasil. Visou também a explicitar o contexto do discurso educacional brasileiro a partir do século XX, analisando as rupturas e as continuidades do desse discurso sobre a educação de surdos bem como as influências mais presentes na formulação dele. Para nortear este trabalho foi levantada a seguinte problemática: Quais as vertentes de conhecimento que configuram o discurso educacional brasileiro e o discurso internacional para a educação dos surdos no século XXI? Trata-se de uma pesquisa qualitativa de cunho bibliográfico, com procedimento metodológico de pesquisa do “estado do conhecimento”. Como primeira etapa deste estudo investigativo foi realizado um levantamento das teses e dissertações que abordam o tema “educação de surdos”, no período de 1995 a 2015, tendo como fonte o Banco de Teses e Dissertações da CAPES. Esse balanço permitiu identificar as proposições para a educação de surdos mais frequentes no discurso educacional brasileiro e autores internacionais mais presentes na formulação desse discurso. Foi compilado um total de 151 trabalhos, entre teses e dissertações, sendo 51 teses e 100 dissertações. Dos 151 trabalhos identificados foram selecionados 25 trabalhos que abordavam especificamente os aspectos teóricos e metodológicos da educação de surdos e que, por esta razão, foram considerados a fonte principal desta pesquisa. Este trabalho baseou-se na tese de que o discurso educacional brasileiro para surdos no século XXI está pautado no bilinguismo, apresentando-se em três vertentes: político, cultural e linguístico, sobretudo na vertente linguística que aparece como destaque para o reconhecimento do uso da língua de sinais na proposta atual para a educação de surdos. O discurso internacional, também pautado no bilinguismo para educação de surdos, configura-se na vertente política com os documentos internacionais para a educação para diversidade. O discurso político destaca-se, sobretudo, na política linguística defendida pelos movimentos sociais em busca do reconhecimento da língua de sinais e do fomento ao ensino dela. Esse discurso internacional aparece ainda pela vertente cultural com o objetivo de mostrar que os surdos devem ser vistos como pessoas que utilizam uma língua própria e se expressam culturalmente por meio desta língua.