An experience of online interactions in classes of Libras as a second language in elementary school

Abstract

This study addresses the issue of online interactions in the classes of the Brazilian Sign Language (Libras) as a second language (L2) for listeners. It is based on Rioult, Marron and Pereira (2021), to approach virtual teaching during the pandemic and it highlights the psychological and communicational distance that computer-mediated communication brings to classes. It takes into account the considerations by Xavier (2001) to describe the characteristics of interactions in L2 and points to the input specificities and linguistic production for Libras classes. Documentary analysis and the observational method enabled to identify the main challenges seen in the interactions occurred in the Libras classes, which were taught in the context of Elementary School by five scholarship students in the Libras undergraduate program. The results of the pedagogical experience analyzed show that managing the participation of interpreters of Libras and the oralized deaf during the online interactions in Libras classes is a highly challenging task, as is managing the appropriate use of visual supports (cameras, screens and chat). In conclusion, this study shows that the experience of teaching Libras as a second language in Elementary School during the pandemic revealed different linguistic and technical challenges in the intended interaction, which need to be overcome so that classes, both online and in-person, have the quality required to achieve their learning objectives.

Keywords:
Interaction; Libras; Second language; Elementary school; Covid-19