A formação de professores de línguas estrangeiras para o contexto bi/plurilíngue (surdo e ouvinte): um diálogo entre o previsto, o praticado e a perspectiva translíngue

Abstract

Despite the increasing recognition on the topics of diversity and on the demands of contemporaneity, the teaching and learning process of a Foreign Language (FL) for bi/plurilingual students (deaf and hearing students) in Brazil still presents problems, especially regarding the lack of certified professionals to work with such audience (MICHELI, 2020; SANTO, 2019; SPASIANI, 2018), even though the The National Curriculum Guidelines for Teacher Training Courses points that diversity issues, current educational and/or social needs, and an emancipatory and non-discriminatory education must be addressed in the teacher training courses. Thus, through this multiple case study (YIN, 2005) with a qualitative-interpretative paradigm, we investigated how Brazilian higher education, in the Bachelor’s Degree in English Language and Literature teacher training courses, is dealing with the country's new educational challenges, especially regarding the formation of the FL teacher for bi/plurilingual teaching, whether for hearing or deaf students. Next, the objective was to evaluate which mechanisms, in the light of the Translingual Perspective (GARCÍA and YIP, 2015; GARCÍA and LI WEI, 2014), could be implemented in FL teacher training courses, in order to support their actions in these contexts and develop appropriate skills for the profession. For this, we used document analysis, the experience report of this researcher, and questionnaires combined with interviews with language teacher trainers, trained teachers and also in-training teachers. The analysis of the data suggested that Brazilian public universities are still beginners when it comes to the training of language teachers of bi/multilingual students, whether for hearing or deaf students, and that the Translingual Perspective (GARCÍA and YIP, 2015; GARCÍA and LI WEI, 2014) and Almeida Filho's (1993) model of Language Teachers Competencies can guide and positively add to this still deficient scenario. Furthermore, it is understood that these discussions can contribute to the training of bi/multilingual teachers in the country, guiding the performance of Higher Education Institutions (HEIs) according to the needs and paradigms of contemporary times.