Teaching Brazilian Sign Language in HigherEducation Through Virtual Practices

Ana Luisa Borba Gediel

ContentsIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2The Challenges of Teaching and Learning LIBRAS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Virtual Games in the Context of Brazilian Sign Language Classes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Methodological Approach and the Context of the LIBRAS Classroom . . . . . . . . . . . . . . . . . . . . . . . . 8The Process of Teaching and Learning Through Games in LIBRAS . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

AbstractBrazilian Sign Language (LIBRAS) is the main form of communication andcultural expression of Deaf people in Brazil. LIBRAS was established as theofficial sign language of the country in 2002, and in 2005, a new decree made itobligatory to offer LIBRAS courses in teacher training in all higher educationinstitutions (Brasil, Decreto no 5.626 de 22 de dezembro de 2005, queregulamenta a Lei no 10.436, de 24 de abril de 2002, que dispõe sobre a LínguaBrasileira de Sinais – LIBRAS, e o art. 18 da Lei no 10.098, de 19 de dezembrode 2000, 2005). Thus, this chapter discusses the use of virtual exercises in secondlanguage instruction as a valuable method for teaching and learning LIBRAS, aswell as for improving the understanding of the linguistic and cultural character-istics of Deaf people. Four sets of virtual practices were created with differenttopics: (1) Introduction to LIBRAS; (2) Literacy and literary skills; (3) Linguisticand grammatical aspects; (4) Practice in sign language. These virtual methodol-ogies were used by undergraduate students in qualitative research developed at afederal university in Minas Gerais state, Brazil, in 2014 and 2015. The applicationof virtual methodological practices proved to potentiate the interest of students in

A. L. B. Gediel (*)Language Department, Universidade Federal de Viçosa, Viçosa, Minas Gerais, Brazile-mail: ana.gedielufv@gmail.com

© Springer Nature Switzerland AG 2019S. D. Brunn, R. Kehrein (eds.), Handbook of the Changing World Language Map,https://doi.org/10.1007/978-3-319-73400-2_38-1

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the training, both in the classroom and at distance. In addition, the interactionsstimulated the discussion about the signs used in each virtual game. Consideringthe linguistic differences between LIBRAS and Portuguese, the virtual practicesconstituted a methodological tool to support students’ and teachers’ communica-tion with Deaf students using their natural language about different areas ofknowledge.

KeywordsLIBRAS · Second language teaching · Virtual practices · Teacher training

Introduction

The development of educational, social, and language policies at the end of the1990s and early 2000s in Brazil responded to the problems involving Deaf persons’access to the public educational system. Note that the term “Deaf” is consideredemic, and the word Deaf, specifically with a capitalized “D”, refers to those peoplewho consider themselves culturally distinct and use sign language as their main formof communication (Padden and Humphries 2006). In the present work, Deaf isdefined (as opposed to deaf) as a cultural category. The policies are primarilyconcerned with the preeminence of the teaching of Brazilian Sign Language(LIBRAS) as the primary means of communication in schools for the Deaf andregular public schools.

Guided by the Law Guidelines and Bases of National Education (LDBEN/Brazil)no. 9394/96, future teachers and professionals who already work in the educationalfield were trained in strategies to teach students with special needs. From thisdocument, all students now have the assurance of an education through the use ofmethods, techniques, and educational resources which are appropriate fortheir specific needs. Furthermore, this document states that there is a need oftraining “[. . .] teachers with appropriate medium or higher level of expertise ofspecialized care and regular education teachers trained to integrate these students inregular classes” (Brazil 1996: Art. 59).

A key strategy for teaching Deaf students is through the use of LIBRAS, the mainform of communication and cultural expression of Deaf people in Brazil accordingto the 2002 federal law no. 10.436 (Brazil 2002). As such, decree no. 5626 / 2005ensures that a LIBRAS course must be included for teacher training disciplines inpublic and private educational institutions for secondary levels and higher at thefederal, state and municipal levels.

The legal establishment of Brazilian Sign Language gives Deaf students the rightto have access to the education system through LIBRAS, mediated by a professionalLIBRAS / Portuguese interpreter throughout the entire school day. Also, the authorencouraged strategies based on inclusive methodologies and emphasized the needfor technical knowledge in teacher training. These initiatives for Deaf inclusion inthe educational system come from the Ministry of Education and Culture (MEC) inpartnership with the National Federation of Education and Integration of the Deaf.

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According to Quadros (2006), the federal laws and the measures from MEC camefrom a series of achievements for the Deaf community, culminating in guaranteedaccess to the Brazilian education system. Research in the context of higher educationteacher training classes made it possible to discuss educational issues in lessonplanning including adaptation and appropriateness of content for the classroomand inclusive strategies through LIBRAS for Deaf and hearing students alike.

In this context, this research was conducted considering the demands of preparingtheoretical and practical training for future teachers who are in the process oflearning and teaching LIBRAS in a university in the state of Minas Gerais, Brazil.This chapter seeks to understand the challenges and methodological perspectivesinvolved in teaching LIBRAS as a second language. Specifically, this chapterdiscusses the potential of using virtual games to teach undergraduate students whoparticipate in an introductory Brazilian Sign Language course (LET 290). Byanalyzing improvements in student comprehension of LIBRAS though these activ-ities, this research reveals the effectiveness of these virtual games as strategies forteaching and learning LIBRAS as well as for increasing the understanding oflinguistic and cultural characteristics of Deaf people. The objectives of thesegames are based on the educational ideals of accessibility and the inclusion ofDeaf people in basic education.

In this study, the internet and the computer were both used as tools to mediate theprocess of adult second language acquisition, and the games were designed to beused by students in higher education. The teaching strategies using virtual technol-ogies were intended to develop different skills in the teaching and learning oflanguage through practices that overcome epistemological obstacles and assist inthe formation of linguistic aspects in LIBRAS.

Thus, the research was developed in two stages: first, creation of virtual practicesinvolving some grammatical aspects of LIBRAS and second, implementation of theprepared activities in higher education classrooms. After creating the virtual prac-tices and games, the research continued in the classes of LET 290, using a qualitativemethodology to measure students’ responses to the new techniques. Specifically, theresearch focused on teaching and learning about grammar through virtual processes.

This study was rooted in the context of reform for educational inclusivity. Theethnographic approach was used, employing field notes and participant observationin the classroom. In addition, the researcher had access to all of the teaching plansand materials used during the classes. For data analysis, real-world observationswere interpreted and this required a thorough analysis of the various interpretativelayers mentioned by Geertz (1989).

In this study, a brief description of the recognition of LIBRAS as the standard signlanguage in Brazil is presented, as well as a description of the linguistic constitutionof this language. Next, the methodological approach and the contextualization ofclassroom are presented. This is followed by a discussion of data relating to thelanguage appropriation process and the analysis of activities used during the LET290 course. Lastly, some considerations are discussed regarding the contextualiza-tion of virtual practices in that language learning environment.

Teaching Brazilian Sign Language in Higher Education Through Virtual. . . 3

The Challenges of Teaching and Learning LIBRAS

Overcoming the challenges of teaching a second language like LIBRAS starts with adiscussion around specific techniques and goals, such as the use of a visual-spatialmode and the understanding of LIBRAS as a natural language (Gesser 2009). Thus,one of the main goals of the LET 290 course is to generate a discussion whichreflects on LIBRAS inclusive aspects, its complexity, and its linguistic structure.These aspects refer to the insertion of Deaf students into regular education classes;the importance of LIBRAS as a first language for Deaf people; the history of signlanguage and Deaf education; providing class content to the interpreter in order tofacilitate participation in the classroom; discussion about the appropriateness ofteaching and learning in different fields; and the promotion of visual teachingstrategies.

Teaching and learning a second language allows participants the opportunityto discuss several issues, for example to comprehend world views revealedthrough different languages, and to learn about processes of interaction throughmiscommunication and gaps in understanding. The studies about the linguisticinfluences on social interactions are found in research of renowned authors such asGoffman (1981), Goodwin (1995, 2000), and Keating and Mirus (2003). Theseresearchers present evidence that reinforces the observation that the interactionbetween individuals in different contexts can bring a social analysis aboutthe characteristics of their community or group, taking advantage of the specific-ities of the language.

LIBRAS is an important cultural and identity marker of different groups of Deafpeople, called Deaf communities in Brazil. From social processes, Deaf people havedeveloped social rules and ways to express themselves, which reflect the linguisticcode and openness to changes in the use of standards and rules that are influenced bygroup members’ internal and external interactions (Gumperz and Cook-Gumperz1982). Although there are established standard forms of sign, due to this progression,there is a rich linguistic diversity in LIBRAS, which is present during the sign indifferent regions and states and through nuances in signs and meaning which arecommunicated through facial and body language.

Stokoe (1978) developed studies on the visual communication system of Deafpeople to accentuate the importance of the visual modality of sign languages:(i) awakening acceptance of sign language as a language, (ii) providing a newcomplexity on language, and (iii) bringing new perspectives to the field of humanlanguage. The sign language system was established through three main systematicareas: phonology, morphology, and syntax. Access to knowledge of the language ofthe constitution of LIBRAS also links to the knowledge inherent in the group thatuses the language.

From the early 1990s through the early 2000s, Brazilian researchers proved thatLIBRAS contains the same complexity and expressiveness as spoken languages. It isorganized from its own grammatical structure based on the visual and spatial signlanguage modality (Ferreira-Brito 1998; Quadros and Karnopp 2004). The authorsargue that users express complexities and abstract ideas through this modality of the

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language. In addition, new words are being constantly added due to the interaction ofpeople in various Deaf communities and in response to social, cultural, and techno-logical changes.

Virtual Games in the Context of Brazilian Sign Language Classes

While this language coexists among Deaf people, LIBRAS also can be a secondlanguage among hearing people. In the context of second language, higher educa-tional institutions, in general, can be considered the main disseminators of languageteaching and learning. However, few teaching strategies are available for teachingand learning LIBRAS. Thus, during the research period, there was identification ofthe linguistic seizure process, the main active methodologies, and applied teachingstrategies to understand the perception of LIBRAS as a visual-spatial modality.

The notion of educational strategy is based on Masetto’s (2003) definition, whichconsiders it as a means to facilitate the learning process and the interaction betweenthe teacher and students. Second language teaching and learning strategies mayinvolve the use of various resources, including visual or oral games, discussions, ormedia and the internet.

There was institutional support for understanding how the materials would beaccessed by students in the virtual environment to promote the teaching and learningof LIBRAS. Through the interdisciplinary team, each activity was built consideringthe practical aspects of the games for the course and at the same time, providing theopportunity to play and learn simultaneously.

Some researches have been developed involving the technologies and the area ofLibras since Libras regulation from the government legislation such as Abreu(2010), Stumpf (2010), Martins & Lins (2015), Bezerra, A. C. T. et al. (2017),Freires et al. (2017), Lopes (2017). They have been researching about the influencesof the technologies for learning Libras as first and second language. Will bepresented three examples of these technologies that have been elaborated, in differ-ent states in Brazil. Each one has different purpose to mediate teaching and learningLibras (or through LIBRAS) for children or for adult public.

The first one is the Multi-tracks. This is an electronic system created to aid in theprocess of acquisition of the Portuguese language written as a second language fordeaf children. Multi-tracks was created by a multidisciplinary academic group fromPontifical Catholic University – PUC – Rio and the National Institute of DeafEducation of Rio de Janeiro, INES – RJ (Couto and Veiga 2007).

According Abreu (2010) the Multi-tracks system offers 12 activities, divided intothree themes that represent scenarios of tourist attractions in Rio de Janeiro:Bondinho, Fire Department and Zoo. The system was projected using codes thatare already known to children by the use of Libras, images and daily life figures fromthe city of Rio de Janeiro. The layout and avatar in Libras helps to mediate thecommunication directly with the child. In addition, Youssef (2011) described that theactivities were based on concrete scenarios known to children, such as the beach andthe zoo. These are very usual scenarios for the residents of Rio.

Teaching Brazilian Sign Language in Higher Education Through Virtual. . . 5

LibrasNet is a online course to teach Libras. It was elaborated focusing onteachers and staff from inclusive schools. This course is private, but it has thesupport of the Federal University of Uberlandia and the Deaf Association ofUberlandia city, located in Minas Gerais state Abreu (2010). According to themanufacturer LibrasNet, this system can also be used in desktop mode in schoolsfor the literacy of deaf children. LibrasNet is the first private online course thatteaches Libras using games.

V LIBRAS, according to the website of the tool itself http://www.vlibras.gov.br/,is a result from a partnership between Brazilian government and the Federal Uni-versity of Paraíba (UFPB). The VLibras website consists of a set of open sourcecomputational tools, responsible for translating digital content (text, audio andvideo) into the Brazilian Sign Language (LIBRAS), making computers, mobiledevices and Web platforms accessible for deaf people. According Bezerra et al.(2017) this tool is available online for free and can be installed on computers,browsers, and Android and smartphones.

This technology has a database of words that can be searched and translated intoLibras individually, and also has the option to select a word or speak sentences to betranslated completely. Regarding the configurations, it is possible to choose thetranslation by region, where the 27 Brazilian states are willing (including the FederalDistrict) or opt for the national standard Bezerra et al. (2017). V Libras is recent andthe creators are still working on it.

During 2013, the university’s virtual laboratory was taking shape with theestablishment of virtual practices embedded in each academic discipline. In 2014,after 2 years of full involvement of the entire interdisciplinary team, virtual practicescould be used actively as methods in the teaching of LIBRAS (Fig. 1).

According to these different types, virtual games were produced as a source to usein the teaching and learning of LIBRAS. Four sets of virtual practices were createdwith different topics: (1) Introduction to LIBRAS; (2) Literacy and literary skills(Soares 1998); (3) Linguistic aspects; and (4) Practice in sign language. The virtualgames were developed considering teaching strategies that would increase the use ofsenses such as vision and touch, which are very important to learning the language.Therefore, the use of virtual media and colorful games to heighten the visual sensescan aid students in the manual production of signs, which is indeed indispensable tocommunicate in this language.

The virtual games were applied and evaluated according to students’ LIBRASknowledge accumulation. For this chapter, three examples based on the linguistic aspectsare used to present the analysis. The virtual activities in this topic are addressed to learnand practice LIBRAS grammatical issues. The content refers to LIBRAS languageknowledge in the LET 290 course. The layout of the games is presented in Fig. 2.

The games emphasize the importance of the visual aspect of teaching and learningLIBRAS based on dynamics and virtual activities not only in the classroom context,but also as extra activities through texts and materials in distance learning.

Thus, the increase of LIBRAS knowledge that occurred during the LET290 course was promoted by the collaborative learning and through teaching

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strategies, especially the use of virtual games in teaching grammatical aspects. Thevirtual technologies gave students an opportunity to understand the LIBRAS signs,amplifying their vocabulary and exercising critical self-learning.

Fig. 2 Virtual games in the linguistic aspects module. (Image reproduced with permission)

Fig. 1 Virtual games layout. (Image reproduced with permission)

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Methodological Approach and the Context of the LIBRASClassroom

The research was developed from a qualitative perspective. This methodology,according to Minayo (2012), can be helpful to determine which research conceptswill provide the most promising prospect for observation and understanding.

The study was initiated by bibliographic research to gather theoreticalmaterial that would support the university’s LET 290 course in the virtual learningenvironment, which started in 2012. In the same period, several meetingswere held with the research and game development team, involving the interdis-ciplinary members in the project through discussion about the developmentof virtual games that could be used to teach and learn LIBRAS. This team includedcollaborators from different fields: professors and undergraduate studentsfrom the Linguistics Department, Portuguese/LIBRAS volunteer interpreters,Deaf volunteer teachers, staff from the Technology Education Department, andundergraduate students, graduate fellows, and volunteers from graphic designand computer science – all from the same university. This team discussedthe direction of research and was fundamental for the development of virtualgames. For this chapter, the data collected is from the use of materials madeavailable for one of the LET 290 LIBRAS courses during the 2014–2015school year.

The LET 290 course is included in all undergraduate disciplines at the univer-sity where the research was developed. It is mandatory for teacher educationprograms and optional for bachelor’s degrees. It is offered over the course ofone semester, and the classes are heterogeneous, which means each course has adiverse mix of undergraduate students from various disciplines, such as linguistics(Portuguese – Literature / English / Spanish / French), mathematics, chemistry,physics, social sciences, dance, physical education and history. Therefore, thecontent of the LET 290 course should be accessible to all students, which requiresthe use of different teaching and learning strategies that are comprehensive andproductive.

The project was approved by the university’s research ethics committee, and theresearch was explained to the students who were participating in the LET 290 classes.All students elected to participate, and two different groups with 30 and 28 academicsin each class agreed to provide significant information for the research. The groupscomprised participants from different disciplines, different degrees of experienceand training, and from different levels of school year. The professor and studentswere hearing people.

Information was obtained through participant observation during the classes. Itwas possible to perceive the everyday classroom development while gatheringspecific data from the integration of virtual games in the teaching and learningprocess of LIBRAS as a second language. According to Brandão (2002), partic-ipant observation requires the researcher to be critical and reflective of theircontribution to the scientific / academic field and also to the specific group. The

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field notes were used as a primary research instrument to understand the students’questions, doubts, and difficulties during the process. The classroom data wasnoted in a weekly diary, and the data is accessible via the course’s virtual supportplatform, PVANet. Regarding the data, there were no direct quotations of thestudents’ statements; instead, some statements interpreted from their narrativesduring class will be presented.

The Process of Teaching and Learning Through Games in LIBRAS

This section discusses virtual practices created for communicating linguistic issuesin LIBRAS and mediation of the process of teaching and learning LIBRAS via useof games as a technological tool. A variety of technological teaching resourcesassists students in understanding the class content as well as creates the mostcompelling and interesting classes. The virtual activities were implemented withinthe educational practice in the classroom, employing playfulness, visual senses, andthe internet to expand the participants’ skills from their specific characteristics andthe social reality of the group. Virtual games offer a dynamic and interactive space tostimulate an exchange of ideas and to promote educational experiences. In this sense,the virtual games were considered as an innovative alternative for the mediation ofLIBRAS as a second language in higher education for hearing people.

The design and content of the games balanced the awareness of three linguisticcomponents with the use of technology as an inclusive method. Each virtual gamewas created to teach a different linguistic aspect of the LIBRAS language, includingphonology, morphology, and syntax. The LIBRAS phonology is described byQuadros and Karnopp (2004: 47) as “identifying the structure and organization ofphonological constituents, proposing descriptive and explanatory models”; mor-phology comprises the “study of the internal structure of words or signs, as well asthe rules that determine the formation of the signs” (Quadros and Karnopp 2004: 86),i.e., studies the morphemes, which are the minimum units constituting a sign withmeaning; and the LIBRAS syntax explores the spatial organization of sign languagefor the formation of sentences.

Two important features were incorporated into the games: (1) clarity in the layoutwhich ensured the understanding of each step of the activity to be played, and(2) visual contact that would transcend through the games during the play, emergingin the cultural aspect presented in the Deaf culture (Basso et al. 2009). Through thevirtual games, academics could obtain knowledge about the cultural environmentaccording to the modality of the language they were learning. All games used aconversational vocabulary which could be used in everyday life for communicationin LIBRAS.

For the analysis, the results from the application of three different virtual gamesused in the LIBRAS classroom will be presented. The games were prepared as threedifferent virtual practices: (1) “Rain of signs,” which used minimal pairs in LIBRASand is focused on the development of skills related to phonology; (2) “It is not what it

Teaching Brazilian Sign Language in Higher Education Through Virtual. . . 9

appears to be,” which is intended to help students reflect on the morphologicalaspects of LIBRAS according to the constitution of false cognates; and (3) “Pocketdictionary,” which facilitates the understanding of LIBRAS syntax through thepractice of sentence construction. Each virtual game was created with a differentgoal regarding LIBRAS linguistic aspects. However, all games used a conversationalvocabulary which could be used in everyday life for communication in LIBRAS.

Rain of Signs. In the first virtual practice, “rain of signs,” students had to findminimal pairs in LIBRAS. The player’s goal is to achieve the highest score in thegame, and he/she may reach three different levels of the game. The activity concen-trates on phonology, which focuses on handshapes or finger configurations, articu-lator or location, and movement of the signs (Stokoe 1978).

When the virtual activity starts, several Portuguese word pairs that represent signsin LIBRAS appear on the screen. The player chooses (clicks) the pairs of words thatcorrespond to a minimal pair in LIBRAS, according to the bar fixed on the bottom ofthe game’s screen. The pair of words continue “falling,” and the player must beattentive to determine which words match the indicated minimal pair. The playersmight be asked to click on all words that represent signs with the same location andthe same finger configuration, but with different handshapes. When words appear onthe screen, the player should click as many words as possible with the same minimalpair indicated at the bottom of the screen.

Accordingly, the fourth image on the screen presents the player with thefollowing word pairs: “clown-dog” (palhaço-cachorro); “miss-like” (saudade-gostar); and “internet-year” (internet- ano). When the signs “like” and “miss”appear together, both have the same circular movement and location on the chest,but have different handshapes – “like” involves a flat hand and “miss” involves afist (in the LIBRAS alphabet that corresponds to an “s” handshape). This is aminimal pair that represents same location and movement, but with differenthandshapes (= LOCAÇÃO = MOVIMENTO 6¼ CM), as the activity in actionshows in Fig. 3.

The results from this virtual practice show that the students perceive similaritiesbetween the signs and observed how these pairs differ significantly when one of thelinguistic parameters is switched. This small change, which can occur in any ofthe parameters, focuses on the creation of another sign that is called a minimum pair.The nuances in the LIBRAS phonology are considered a part of the basic structureof the language. In this sense, the LET 290 course is responsible for developingminimum skills related to the recognition and use of this phonological category.

Another issue revealed from the data was the importance of students checking thesigns corresponding with each minimum pair when they finish the game in order toreview which minimal pairs they click correctly and which words they did not clickthat could correspond to one of the three minimal pairs proposed in this game. Thesummary of signs at the end of the game serves as a review of all the signs. Also,players perceived the summary as one way to check their answers, especially whenthe click does not indicate the correct phonological pair or the players ran outof time.

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Morán (2015: 18) mentions that “for generations accustomed to play, languagechallenges, rewards, competition and cooperation is attractive and easy to under-stand.” After performing the exercise, the students interacted and made commentsamong themselves about the handshapes, movements, and locations. Also, theydemonstrated curiosity, asking questions about the minimal pair.

In their narratives, the students highlighted the benefits of online access to thegames. They were posted on the LET 290 course platform, and the link was availableduring the entire school year. The online access created the possibility to (re)visit thevirtual activities such as the signs of rain to remember signs and develop otherexercises about LIBRAS phonology, even when the games were not the primarysubject in the course.

It Is Not What It Appears to Be. The second practice presented is called “It isnot what it appears to be.” Through this game, students were able to reflect onmorphological features, such as identification of verbs and nouns. Specifically, thisvirtual game attempts to relate the issues of arbitrariness and iconicity of LIBRAS.The screen of the game is shown in Fig. 4.

After a brief explanation regarding the main terminologies used in the morpho-logical aspects and their meaning, the students first observed the virtual gamethrough Microsoft PowerPoint software. The second time occurred with theinteraction among students and the professor in the class. During the developmentof the game, all students were asked to participate by giving ideas about thesigns for the words on the right side of the screen and trying to find out which ofthem corresponded to the sign that was in the center of the picture. Every answerwas discussed and, when students gave the correct answer to the word thatcorresponds to the sign in the video, a new group of words appeared on the right

Fig. 3 Playing rain of signs. (Image reproduced with permission)

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of the screen, and another video showed a different sign that could be representedby one of the words.

The case represented by image 5 has a video showing the sign that corresponds tothe word “bank” (banco). Before querying which sign corresponds with the video,the professor asked if the students remembered the signs they had learned in theclass, the morphological categories each word corresponds to, and the possibleassociations between the signs represented by Portuguese words. The examplewith the verb “to call” (telefonar) was also associated by the students with aminimum pair with the noun “phone” (telefone) in LIBRAS, which was explainedduring the class about the LIBRAS’ phonological aspects. This was the last contentbefore starting the morphology discussion.

After the professor offered some reflections about the meanings of the signs, thediscussion centered around which signs could be considered arbitrary and wasconducted by bringing the morphological explanation of the signs present in theimage and revealing the correct answer.

The results demonstrated that the interaction was satisfactory, creating a collab-orative process of learning mediated by technologies and interaction between pro-fessor and students. The students described that at the end of the activity the gameprovided a method of teaching and learning basic signs which are necessary tocommunicate in daily life. Also, they suggested that this type of mediation helpedthem to be guided through a collective reflection about sign language grammar.Other narratives reported that this strategy using different connections to learn aboutthe signs helped the students identify morphological issues in Portuguese that wereunknown or forgotten in their first language. The students who participated in theclass during the 2014 fall semester and those who took the class in the 2015 springsemester had similar experiences in playing and discussing the virtual games, except

Fig. 4 The screen of the game: “It is not what it appears to be.” (Image reproduced withpermission)

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in the third game, when the didactic was changed in response to the results from thefirst semester.

Pocket Dictionary. The virtual practice “It is not what it appears to be” wasessential for building vocabulary and was also a requirement for understanding theactivity that was linked to the space syntax in LIBRAS, “Pocket Dictionary.” For thegame, the professor made a brief presentation about the importance of understandingthe linguistic uniqueness of LIBRAS as a spatial language but did not give anyexplanation about the formal rules of grammar to the students. The emphasis wasimportant for the students to observe and understand the uses of the space needed tomake sentences according to LIBRAS syntax. They were instructed to go home andpractice the game for the next two days. They had to use knowledge learned throughthe classes, read the article about the linguistic aspects of LIBRAS, watch a videowith an interview about LIBRAS syntax, and then had to describe how to buildsentences through the virtual practice. The “Pocket Dictionary” was suggested as thetool to play for this exercise, as shown in Fig. 5.

This virtual practice was considered by the students to be the most interesting ofall the linguistic games. They stated that this practice simulated a conversation “inreal life.” Situated in the center of the game’s screen, videos made by a Deafprofessor showed short sentences, using LIBRAS syntax, about everyday activi-ties. Below the video are two bars with questions and a dropdown menu ofanswers. The first one requires understanding the signs in the phrase in order toselect the grammatical structure of the language from a number of options.Subsequently, in the second bar, the students need to select which phrase inLIBRAS matches the Portuguese translation. In the sentence signed in the video“GOOD AFTERNOON, I INFORMATION TO NEED” (BOA TARDE, EUINFORMAÇÃO PRECISAR), the students should click in the correct syntax

Fig. 5 The screen of the virtual practice “pocket dictionary.” (Image reproduced with permission)

Teaching Brazilian Sign Language in Higher Education Through Virtual. . . 13

structure, that means the sentence was organized as subject, object and verb. Andafter this they might check which Portuguese translation option could match withthe sentence, that corresponds to “Good afternoon, I need an information” (Boatarde, preciso de uma informação).

While the activity attracted the attention of the students and gave them an ideaabout real-life dialogue, it was also considered the most difficult. Until they wereintroduced to this game, the students were learning the construction of words andvocabulary with few opportunities to organize phrases. The students explained thatthe sentence in the video was usually faster than when they communicated amongthemselves in LIBRAS in the classroom.

Also, the meaning of the sentence was given to the students so that they couldcomprehend specific signs in the phrase, helping them to catch the context. However,there was difficulty in checking the grammatical structure and completing the virtualactivity. This activity occurred differently in each class; in 2014, they did not havethe opportunity to watch a 10-minute video about LIBRAS syntax or to read anarticle about LIBRAS grammar, which would have helped them in the subsequentimplementation of the activity. Only those who had already had previous contactwith LIBRAS could finish the activity. The time was highlighted as an impedimentto practical completion because they would have to access materials.

Although the activity did not happen as planned in the schedule, this experienceresulted in reflected new arrangements for the development of the inclusion of thesyntax game in the class. In the next semester, it was adopted in another didactic todevelop the class. The interview video was shown in the classroom, and colleagueswere required to read and discuss the LIBRAS grammar article among colleagues.After this first apprehension of the syntax knowledge, the students had two days toplay the game “Pocket Dictionary” in pairs and to present what they understood andlearned in the next class. The results demonstrated that most of the students com-pleted the game satisfactorily. Also, they discussed in the classroom that playing thegame in pairs helped them to talk about their doubts during the activity and make acorrect decision to click the correct answer for the grammar structure and to describethe meaning of the sentence.

Regarding the academic reality about the linguistic status occupied by LIBRASand the educational format of higher education in Brazil, it is necessary to articulate acoherent mode of teaching while being cautious in using the technology mediation inteaching and learning a second language. In this sense, “the development and use ofvirtual environments to learn challenge the traditional concepts of teaching andlearning” when new technologies are introduced in the educational system (Bisol2010: 21). Bisol (2010) affirms that the changes with presentation technologies canbe understood as an educational support tool, and also it brings an interactionaltransformation in construction of the knowledge interlocution. This process shouldbe lead carefully and requires adjustments concerning the relationship between time-space comparing with traditional forms of education.

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Conclusion

Given that inclusive educational methods should be used in places that do not havebilingual schools for the Deaf, the most appropriate format for the educational,linguistic, and cultural identity of the Deaf person is that which includes participa-tion and learning LIBRAS. This research revealed some aspects relevant to theteaching and learning of this language that will prepare future teachers in publicand private schools for the possibility of teaching Deaf students.

In this study, it was possible to observe how these virtual games helped studentslearn. They could reflect on the activities and use the experiences they had in futureclassroom practices, especially with the possibility of having Deaf students andneeding strategies for teaching LIBRAS.

The use of dynamic games as learning strategies supported the entire researchdevelopment, which initially was problematic due to different levels of technologicalexperience among students who were taking the course. Effectively bringingtogether professionals and students from different fields and disciplines is one ofthe challenges in teacher training. While the virtual games were designed to promoteinclusivity, it is necessary to think about the appropriation of technologies that areavailable as tools in the classroom, such as computer, internet, and digital frame.

This research demonstrated that some students in the classroom did not have theexpertise needed to use the technologies. Through discussion in the classroom aboutthe potential of media resources, it became clear that not all students have technologyaccess nor use the internet. However, at the end of the course, the students describedtheir satisfaction with the new forms of virtual communication they had learned inthe LIBRAS classes. These forms of communication were linked to use of theinternet to research about LIBRAS and find materials to help them to describe thesigns in the virtual games, but also was helpful for the preparation of class, pre-sentations, and to create interest in learning more about sign language.

From the application of virtual games, the data showed that the activities potentiatedthe interest of students in training both in the classroom and at a distance. In addition,interactions stimulated the discussion of the signs used in each virtual game. In view ofthe linguistic differences between LIBRAS and Portuguese, the virtual practicesconstituted a methodological tool to support students’ and teachers’ communicationwith Deaf students in their natural language about different fields of knowledge.

Acknowledgment This work was supported by the grant from Research Grant Foundation byMinas Gerais State – FAPEMIG (1/2013 – 2015) and Coordination for the Improvement of HigherEducation Personnel – CAPES Foundation, a post doctoral scholarship grant.

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