Retratos linguísticos de crianças de famílias surdas: representações de uma língua de herança sinalizada
DOI:
https://doi.org/10.17533/udea.ikala.355259Palavras-chave:
bilinguismo, filhos de adultos surdos, identidade linguística, línguas de herança, línguas gestuaisResumo
As pessoas ouvintes de famílias surdas, chamadas Filhos de Adultos Surdos (CODA), podem adquirir a sua língua de herança sinalizada e abraçar a sua identidade cultural. No entanto, a questão é saber como o conseguem fazer, sendo ouvintes num mundo onde a invisibilização e a estigmatização da sua língua e cultura familiares são comuns. O objetivo deste artigo é mostrar como a construção da identidade da pessoa CODA está relacionada com a identificação com a sua língua e cultura de herança. O método de investigação seguiu um desenho fenomenológico e interpretativo, com entrevistas semi-estruturadas a vinte e duas pessoas adultas CODA em Espanha. O estudo revela as suas representações dos seus repertórios linguísticos através de retratos linguísticos. Os contributos desta investigação abrem novas questões sobre as finalidades das línguas de herança. A herança linguística e cultural da comunidade surda, que foi negada na geração dos pais surdos, pode persistir através da ligação familiar à língua e cultura de herança na segunda geração. Esta investigação apoia a concetualização do falante da língua de herança de um ponto de vista cultural e não apenas linguístico.
Downloads
Referências
Austin, J. (1970). Quand dire, c´est faire. Seuil.
Báez Montero, I. C. y Otero Doval, H. (Eds.) (2015). Buscando respuestas en lengua de signos. Axac.
Batterbury, S., Ladd, P. y Gulliver, M. S. (2007). Sign language peoples as indigenous minorities: Implications for research and policy. Environment and Planning A. Economy and Space, 39(12), 2899-2915. https://doi.org/10.1068/a388
Beaudrie, S., Ducar, C. y Potowski, K. (2014). General sociolinguistic considerations. En S. Beaudrie, C. Ducar, y K. Potowski, Heritage language teaching: Research and practice (pp. 17-35). McGraw-Hill Education.
Billiez, J. (1985). La langue comme marqueur d’identité. Revue Européenne des Migrations Internationales, 1(2), 95-105. https://doi.org/10.3406/remi.1985.982
Bloon, E., y Polinsky, M. (2015). Del silencio a la palabra: el empoderamiento de los hablantes de lenguas de herencia en el siglo XXI. Observatorio de la Lengua Española y las Culturas Hispánicas en los Estados Unidos [informe]. Instituto Cervantes y Facultad de Artes y Ciencias de Harvard University. https://cervantesobservatorio.fas.harvard.edu/sites/default/files/007_informes_mp_del-silencio_0.pdf
Bolinger, D. y Sears, D. (1981). Aspects of language (3.a ed.). Heinle & Heinle.
Bourdieu, P. y Botlansky, L. (1975). Le fétichisme de la langue. Actes de la Recherche en Sciences Sociales, 1(4), 2-32. https://doi.org/10.3406/arss.1975.3417
Boyer, H. (2017). Bilinguisme/diglossie : quel(s) modèle(s) de traitement des plurilinguismes ? En Introduction à la sociolinguistique (cap. 4, pp. 67-84). Dunod. https://www.cairn.info/introduction-a-la-sociolinguistique--9782100762149-page-67.htm
Calvet, L-J. (1974). Linguistique et colonialisme. Petit traité de glottophagie. Payot.
Cho, G., Cho, K. y Tse, L. (1997). Why ethnic minorities want to develop their heritage language: The case of Korean-Americans. Language Culture and Curriculum, 10(2), 106-112. https://doi.org/10.1080/07908319709525244
Emmorey, K. (2018). Variation in late L1 acquisition? Bilingualism (Cambridge, England), 21(5), 917-918. https://doi.org/10.1017/S1366728918000196
Fernández Rodríguez, M. (2000). Cuando los hablantes se niegan a elegir: multilingüismo e identidad múltiple en la modernidad reflexiva. Estudios de Sociolingüística: Linguas, Sociedades e Culturas, 1(1), 47-58. https://doi.org/10.1558/sols.v1i1.47
Fishman, J. (2001). 300-plus years of heritage language education in the United States. En J. K. Peyton, D. A. Randar y S. McGinnis (Eds.), Heritage languages in America. Preserving a national resource (pp. 81-98). Washington: Delta Systems, and McHenry, IL: Center for Applied Linguistics. https://files.eric.ed.gov/fulltext/ED458809.pdf
Gardy, P. y Lafont, R. (1981). La diglossie comme conflit ; l´exemple occitan. Bilinguisme et diglossie. Langages, (61), 75-92. https://doi.org/10.3406/lgge.1981.1869
Gathercole, V. C. M. y Thomas, E. M. (2009). Bilingual first-language development: Dominant language takeover, threatened minority language take-up. Bilingualism (Cambridge, England), 12(2), 213-237. https://doi.org/10.1017/S1366728909004015
Grosjean, F. (1984). Le bilinguisme: vivre avec deux langues. Travaux Neuchâtelois de Linguistique (Tranel), (7), 15-42. https://doi.org/10.26034/tranel.1984.2279
Hinton, L. (1999). Trading tongues: Loss of heritage languages in the United States. English Today, 15(4), 21-30. https://doi.org/10.1017/S0266078400011226
Hoffmeister, R. (2008). Border crossings by hearing children of deaf parents: The lost history of CODAs. En H. L. Bauman (Ed.), Open your eyes: Deaf studies talking (pp. 189-215). University of Minnesota Press.
Isakson, S. K. (2018). The case for heritage ASL instruction for hearing heritage signers. Sign Language Studies, 18(3), 385-411. https://doi.org/10.1353/sls.2018.0008
Jodelet, D. (2007). Place de l´expérience vécue dans le processus de formation des représentations sociales. En Les savoirs du quotidien. Transmissions, Appropriations, Représentations (pp. 235-255). Les Presses universitaires de Rennes. https://doi.org/10.1522/030023179
Kanto, L., Laakso, M. y Huttunen, K. (2017). Use of code-mixing by young hearing children of Deaf parents. Bilingualism: Language and Cognition, 20(5), 947-964. https://doi.org/10.1017/S1366728916000560
Kasuya, H. (1998). Determinants of language choice in bilingual children: The role of input. International Journal of Bilingualism, 2(3), 327-346. https://doi.org/10.1177/136700699800200304
Kochman, T. (1981). Black and white styles in conflict. University of Chicago Press.
Kremnitz, G. (1981). Du «bilinguisme » au « conflit linguistique». Cheminement de termes et de concepts. Langages, 15(61), 63-74. https://doi.org/10.3406/lgge.1981.1868
Kusters, A. y De Meulder, M. (2019). Language portraits: Investigating embodied multilingual and multimodal repertoires. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 20(3). https://doi.org/10.17169/fqs-20.3.3239
Le Page, R. y Tabouret-Keller, A. (1985). Acts of identity: Creole-based approaches to language and ethnicity. Cambridge University Press.
Leeman, J., Rabin, L. y Román-Mendoza, E. (2011). Identity and activism in heritage language education. Modern Language Journal, 95(4), 481-495. https://doi.org/10.1111/j.1540-4781.2011.01237.x
Mannoni, P. (2012). Les représentations sociales (6.ª ed.). Presses Universitaires de France. https://doi.org/10.3917/puf.manno.2012.01
Maurer, B. (2013). Représentations sociales des langues en situation multilingue. La méthode d´analyse combinée, nouvel outil d´enquête. Archives contemporaines.
Memmi, A. (1957). Portrait du colonisé précédé de Portrait du colonisateur. Editions Corréa.
Minoura, Y. (1992). A sensitive period for the incorporation of a cultural meaning system: A study of Japanese children growing up in the United States. Ethos, 20(3), 304-339. https://doi.org/10.1525/eth.1992.20.3.02a00030
Myers, S., Myers, R. y Marcus, A. (2010). Hearing children of deaf parents: Issues and interventions within a bicultural context. En I. Leigh (Ed.), Psychotherapy with deaf clients from diverse groups (pp. 109-135). Gallaudet University Press. https://doi.org/10.2307/j.ctv2rh299c.10
Ninyoles, R. (1988). Conflicte lingüístic valencià: substitució lingüística i ideologies diglòssiques. Eliseu Climent.
Pearson, B. Z. (2007). Social factors in childhood bilingualism in the United States. Applied Psycholinguistics, 28(3), 399–410. https://doi.org/10.1017/S014271640707021X
Phinney, J., Horenczyk, G., Liebkind, K. y Vedder, P. (2001). Ethnic identity, immigration, and wellbeing: An interactional perspective. Journal of Social Issues, 57(3), 493-510. https://doi.org/10.1111/0022-4537.00225
Pizer, G., Walters, K. y Meier, R. (2013). “We communicated that way for a reason”: Language practices and language ideologies among hearing adults whose parents are deaf. Journal of Deaf Studies and Deaf Education, 18(1), 75-92. https://doi.org/10.1093/deafed/ens031
Polinsky, M. (2015). Heritage languages and their speakers: State of the field, challenges, perspectives for future work, and methodologies. Zeitschrift Fuer Fremdsprachwissenschaft, 26(1), 7-27. https://www.dgff.de/assets/Uploads/ausgaben-zff/ZFF-1-2015-Polinsky.pdf
Polinsky, M. (2018). Sign languages in the context of heritage language: A new direction in language research. Sign Language Studies, 18(3), 412-428. https://www.jstor.org/stable/26478225
Polinsky, M. y Kagan, O. (2007). Heritage languages: In the “wild” and in the classroom: Heritage languages: In the “wild” and in the classroom. Language and Linguistics Compass, 1(5), 368-395. https://doi.org/10.1111/j.1749-818X.2007.00022.x
Preston, P. (1994). Mother father deaf: Living between sound and silence. Harvard University Press.
Reynolds, W. (2016). Early bimodal bilingual development of ASL narrative referent cohesion: Using a heritage language framework [Dissertation]. Gallaudet University. https://slla.lab.uconn.edu/wp-content/uploads/sites/1793/2019/05/Reynolds_Dissertation_2016.pdf
Schüpbach, D. (2009). Language transmission revisited: Family type, linguistic environment and language attitudes. International Journal of Bilingual Education and Bilingualism, 12(1), 15-30. https://doi.org/10.1080/13670050802149499
Singleton, J. y Tittle, M. (2000). Deaf parents and their hearing children. Journal of Deaf Studies and Deaf Education, 5(3), 221-236. https://doi.org/10.1093/deafed/5.3.221
Tabouret-Keller, A. (2013). Factors of constraints and freedom in setting a language policy for the European Community: A sociolinguistic approach. A language policy for the European community: Prospects and quandaries. De Gruyter Mouton, 45-58. https://doi.org/10.1515/9783110877137.45
Valdés, G. (2000). The teaching of heritage languages: An introduction for Slavic-teaching professionals. En O. Kagan y B. Rifkin (Eds.), The learning and teaching of Slavic languages and cultures (pp. 375-403). Slavica Pub.
Van Deusen-School, N. (2003). Toward a definition of heritage language: Sociopolitical and pedagogical considerations. Journal of Language, Identity, and Education, 2(3), 211-230. https://doi.org/10.1207/S15327701JLIE0203_4
Verma-Shivendra, K. (1990). My mother tongue is not my mother´s tongue. En G. Gagne, M. Page y E. Tarrab (Dirs.), Didactique des langues maternelle (p. 82-84). De Boeck.
Publicado
Como Citar
Edição
Seção
Categorias
Licença
Copyright (c) 2024 Íkala, Revista de Lenguaje y Cultura
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
