Textual translation as a mediator in the morphological analysis process and in the construction of meaning in the teaching/learning of foreign language (English) for deaf students

Abstract

Inclusive education for deaf students has proven to be a rich source of academic discussion, always seeking teaching and learning strategies that are relevant and favorable to the audience. In this sense, this article discusses the use of textual translation as a mediator in the teaching practice of foreign language (English) for deaf students in regular schools. This is a theoretical study, based on Gaustad’s (2000) proposal of a morphological analysis, through exercises of textual translation for deaf students. Throughout the text, some peculiarities in the language acquisition process of these learners are discussed in order to better understand this teaching context.