Língua e linguagem no diálogo mãe ouvinte-filho surdo

Abstract

This research examined the possibilities of dialogu e between mother-hearing/deaf- child in monolingual situation of Brazilian Portugu ese (BP) and bilingual (BP and Brazilian Sign Language LIBRAS), the mother's spe ech about her feelings toward deafness and the relationship of these aspects with the selection of the therapeutic/educational suggestion for the children and the deaf child s linguistic skills in bilingual or monolingual situation intera cting with their mothers. The analysis was qualitative, descriptive, case study and a conv enience sample, consisting of three children of both sexes between 2 and 6 years old, diagnosed with bilateral deafness, severe or profound users or not users of hearing aid who had no other associated disorder and who were in attendance at t he Speech Therapy Service at the Federal University of Santa Maria. The children s mothers were interviewed, answering questions about the choices with themes o f language, educational and therapeutic and maternal feelings about deafness. T he responses were transcribed and categorized from the responses that make explic it the maternal representations about deafness and the linguistic possibilities of the children. We also carried out footage of the dyads in play, and coded the transcr ibed statements differently. The analysis focused on the filming of the communicativ e situation, the presence or absence of dialogue between mother and child, and t he linguistic ability of children in both languages. The results showed that children in bilingual language area showed higher linguistic skills either in terms of provisi on of LIBRAS and BP, or the greater acceptance of their hearing status by the mother; t he fact that severe deafness had a positive influence on their language development. B oth children in monolingual situation of BP showed low linguistic abilities eit her by the presence of profound deafness, or by less acceptance of their hearing st atus by the family. It was concluded that the chances of engagement in dialogu e of the deaf subjects in bilingual situations are magnified because of the a cceptance of their hearing status by their families and understanding of their lingui stic, educational and therapeutic possibilities, because the functioning of language was higher in BP and LIBRAS bilingual subjects than in BP monolinguals in the s tudied sample.