Reading plurilingual texts by deaf students from an intercomprehensive approach: a focus on the psychological dimension

ABSTRACT Intercomprehension as a multilingual approach can favor the development of the multiliteracies of the deaf and their integration in a multilingual and multimodal world. This article is based on the implementation, with deaf students from Brazil and Portugal, of a Language Intercomprehension Program focused on reading, which aimed at the development of their multiliteracies. The psychological axis of the framework that supports the Program involves aspects such as openness to languages and diversity, motivation and confidence to deal with the new, the discovery of the relations between languages, the willingness to explore them. The data analyzed come from video recordings of the sessions; records in the investigator’s journal; students’ activities. The results indicate that meaning-making in languages little known by students required effort and cognitive and psychological investment, in which self-confidence, willingness to risk and resilience were fundamental. Dialogue and valorization of all opinions, the multimodality of the Program and the combination of linguistic modalities in communication have encouraged the mobilization and expansion of the participants’ repertoires and the development of their multiliteracies.

摘要 语言互懂（Intercomprehension）作为一种多语言教学路径，可助力聋人群体的多元读写能力（multiliteracies）发展，并推动其融入多语言多模态的世界。本文基于巴西与葡萄牙的聋生实践，实施了以阅读为核心的语言互懂课程（Language Intercomprehension Program），旨在培养学生的多元读写能力。支撑该课程的理论框架的心理学核心面向涵盖以下内容：对语言与多样性的开放态度、应对新事物的动机与信心、对语言间关联的发掘意愿，以及探索语言关联的主动性。本研究的分析数据来源于各教学环节的录像资料、研究者的日志记录，以及学生的学习活动成果。研究结果表明，学生在掌握自身鲜有接触的语言并开展意义建构时，需付出努力并进行认知与心理层面的投入，其中自信心、冒险意愿与韧性发挥了关键作用。课程中对各类观点的对话与价值肯定、课程的多模态属性，以及沟通中不同语言模态的结合，均推动了参与者语言储备的调动与拓展，助力其多元读写能力的发展。