PROPOSING A LANGUAGE EXPERIENCE AND SELF-ASSESSMENT OF PROFICIENCY QUESTIONNAIRE FOR BILINGUAL BRAZILIAN SIGN LANGUAGE/PORTUGUESE HEARING TEACHERS

Abstract

This article presents a language experience and self-assessment of proficiency questionnaire for hearing teachers who use Brazilian Sign Language and Portuguese in their teaching practice. By focusing on hearing teachers who work in Deaf education contexts, this questionnaire is presented as a tool that may complement the assessment of linguistic skills of hearing teachers. This proposal takes into account important factors in bilingualism studies such as the importance of knowing the participant’s context with respect to family, professional and social background (KAUFMANN, 2010). This work uses as model the following questionnaires: LEAP-Q (MARIAN; BLUMENFELD; KAUSHANSKAYA, 2007), SLSCO – Sign Language Skills Classroom Observation (REEVES et al., 2000) and the Language Attitude Questionnaire (KAUFMANN, 2010), taking into consideration the different kinds of exposure to Brazilian Sign Language. The questionnaire is designed for bilingual bimodal hearing teachers who work in bilingual schools for the Deaf or who work in the specialized educational department who assistdeaf students.

Keywords

• Language History Questionnaire
• Self-assessment of Brazilian Sign Language proficiency
• Bimodal bilingual hearing teachers