Multilingualism and Multimodality in Teaching Visual Poetry: Analyzing a Video Lesson in Brazilian Sign Language

Abstract

This article aims to study multilingualism and multimodality in teaching practices for a public of deaf students. From a theoretical point of view, we consider three points as central to achieve our goals, namely: a) the perspective of Socio-discursive Interactionism - SDI (BRONCKART, 1999/2009) in a multilingual approach; b) textual genres and the teaching and learning process; c) the analysis of taught objects and teaching practices. Our corpus is the synopsis-transcription (SCHNEUWLY and DOLZ, 2009) of a teaching task about visual poem for an audience of deaf students, through a video lesson - available on YouTube. The results allow us to affirm the potential of socio-discursive interactions when combining languages (Brazilian Sign Language and Brazilian Portuguese) to teach an object such as the visual poetry.

Keywords:
Multilingualism; Multimodality; Visual Poetry