“Is it to write Portuguese or Libras?”: nuances of translanguaging in deaf language education

ABSTRACT In this article, I analyze two moments of translanguaging interaction among deaf students and teachers performing collective productions of written texts in a Portuguese as a second language teaching program for both young and deaf adults. This analysis aimed to collaborate with a multifaceted understanding of the complex everyday realities of translanguaging (J. Lee, 2022) in deaf language education, since the concept has been gaining prominence in this field, along with other research traditions based on structuralist understandings of language. The translanguaging practices and strategies analyzed and discussed, supported by a theoretical-methodological and descriptively translanguaged research work, made visible the nuances of the deaf students’ - spatial, tensional/ideological and momentary - translanguaging as productive key resources for conducting the writing activity and for language learning. In this process, the analysis enabled to consider alternatives to conceptions already established such as linguistic competence, as an alternative to the notions arising from the concepts of interference and interlanguage traditionally employed in research (and practice) in deaf language education.【摘要】本文针对面向青年与成年聋人的葡萄牙语作为第二语言教学项目中，聋生与教师开展书面文本集体创作时的两处跨语实践（translanguaging）互动场景展开分析。本次分析旨在助力学界深化对聋语言教育领域中跨语实践复杂日常境遇的多维度认知——当前该概念与其他基于语言结构主义语言观的研究传统一道，在这一领域愈发受到重视（J. Lee, 2022）。本研究依托理论-方法论框架与描述性跨语实践研究范式，对所分析探讨的跨语实践行为与策略进行梳理，揭示了聋生跨语实践在空间维度、张力/意识形态维度与即时性维度上的细微差异，而这些差异正是开展写作活动与语言学习的建设性核心资源。在此过程中，本分析得以审视可替代诸如语言能力等既有概念框架的路径，以此作为对聋语言教育研究（及实践）中传统沿用的语码干扰与中介语等相关概念的替代方案。