Teaching Portuguese as L2 to deaf students: A case study on bilingual approximations in an inclusive school

Abstract

This research analyzes teaching and learning strategies for Portuguese as a second language (L2) for deaf students enrolled in a municipal school in the interior of Minas Gerais. The study aimed to describe the development of Portuguese language learning through the use of bilingual teaching methods approximations. It is a qualitative, descriptive field study conducted as a case study, with data collection involving participant observation, field journals, and document analysis. The results indicated that adopting strategies aligned with the bilingual perspective—such as having teachers fluent in Libras (Brazilian Sign Language) and a specialized Libras team at the school—fosters the development of Portuguese writing skills among deaf students by making classes more accessible and enabling the identification of their linguistic difficulties. The study also highlighted the need for a holistic view of these students’ context and for coordinated efforts between the school community and public authorities to facilitate the implementation of such projects. Finally, it was found that the inclusive school does not structurally constitute a bilingual school—which would entail specific theoretical foundations, methodological organization, and dedicated instructional time for deaf students. However, given the lack of bilingual schools in towns in the interior of Minas Gerais, the study underscores the importance of adopting pedagogical practices that approximate this perspective to ensure greater linguistic accessibility.