Teaching Written English to Deaf Brazilian Students: A Literature Review and Contributions to Educational Material Development

• Grant number: 25/14920-1
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: September 01, 2025
• End date: August 31, 2026
• Field of knowledge: Health Sciences - Speech Therapy
• Principal Investigator: Ivani Rodrigues Silva
• Grantee: Mariana Leão Baia de Oliveira
• Host Institution: Faculdade de Ciências Médicas (FCM). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil
• Associated research grant: 24/01130-0 - Science Center for the Development of Assistive Technology for Bilingual Education for the Deaf - CCD-TAEBS, AP.CCD

Abstract

The education of deaf students in Brazil still faces significant challenges regarding accessibility, particularly in the teaching of foreign languages such as English. Most pedagogical approaches do not take into account the linguistic and cultural specificities of the deaf community, which contributes to unequal access to knowledge and limits the educational and professional prospects of these individuals (Mesquita & Leal, 2020). Difficulties related to reading and writing in Portuguese, combined with the lack of methodologies suited to the visual and sign-oriented profile of these students, make the teaching of written English even more complex (Pessanha & Silva, 2015). The lack of proficiency in Portuguese as a second language is often presented as an argument against the inclusion of English as a foreign language. However, knowledge of the English language enables international communication, access to diverse content, and intercultural experiences - elements that foster well-being, self-esteem, and mental health in deaf individuals by promoting a sense of belonging and inclusion in a globalized world. Nevertheless, accessible and adapted educational practices for deaf students in English language teaching and learning remain scarce (Tavares & Oliveira, 2014).This project aims to conduct a national and international literature review and analysis on the acquisition and teaching-learning of written English as a foreign language for Brazilian deaf students. Based on the bibliographic review and text analysis, predominant thematic axes in the literature on foreign language education for deaf individuals will be identified, such as: the acquisition and learning process, the development of instructional materials, the role of Libras and Portuguese as a second language in English language teaching and learning, and the development of critical interculturality. The results of this research may contribute to the education of deaf individuals, particularly regarding the production of instructional materials whose pedagogical practices integrate the various languages that shape the socio-cultural context of these students.