The Teaching-Learning Process of the English Language for the Hearing Impaired - A Psychopedagogical View

This text aims to discuss the contextualization of the practice of teaching English Language to Brazilian hearing impaired under a psychopedagogical view. Intends to deal with the learning difficulties related to the teaching-learning process, as well as to propose the intervention practice within the English language classroom, so that it can contribute to the inclusion and preparation of the deaf students to the use and understanding of the language, which is already offered to students who do not have these needs. Along this text, we will discuss some of these strategies based on a report about the experience in the classroom with a deaf student. The challenge of dealing with the situation led a high school teacher to reflect on her practice and to seek theoretical support on the topic to which she was unfamiliar at the time. A pedagogical proposal for the work with future teachers of English Language in the universities is added to the discussion, seeking to instigate these future professionals to autonomously pursue to understand how to deal with the theories of acquisition of second language and methodologies of teaching foreign languages in the scope of the learning limits of students in their own school community. The psychopedagogical professional, besides contributing to the investigation of the ways of learning of the students, especially those who have a specific need, can help the English teacher in the selection of the activities that can be done in favor of them.