<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602014000400008</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Por que precisamos de poesia sinalizada em educação bilíngue]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sutton-Spence]]></surname>
<given-names><![CDATA[Rachel]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A08">
<institution><![CDATA[,University of Bristol. Bristol, UK  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2014</year>
</pub-date>
<numero>numeroesp02</numero>
<fpage>111</fpage>
<lpage>128</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602014000400008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602014000400008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602014000400008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Uma verdadeira educação bilíngue e bicultural para crianças surdas requer que elas aprendam a forma de arte surda de poesia em língua de sinais. Neste artigo apresento as vantagens e desvantagens de se fazer isto. Revisando a escassa literatura sobre o ensino de poesia sinalizada para crianças surdas, seja traduzida ou original, eu a relaciono ao uso de literatura em cenários de aprendizagem de L2. Reflexões de professores-poetas surdos do Reino Unido mostram que a criança surda prontamente se simpatiza com a poesia sinalizada, e com o foco linguístico adequado dos professores, isto as ajuda a desenvolver uma gama de habilidades linguísticas e a expressar suas emoções. Barreiras para isto, contudo, incluem a falta de treinamento e apreensão de professores surdos e ouvintes - mesmo quando os professores são poetas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT A truly bilingual and bicultural education for deaf children requires them to learn about the deaf art-form of sign language poetry. In this article I outline the advantages and challenges of doing this. Reviewing the scarce literature on teaching deaf children signed poetry, whether translated or original, I relate it to use of literature in L2-learning settings. Reflections of deaf teacher-poets from the UK show that deaf children readily relate to signed poetry, and with informed language focus from teachers it helps them develop a range of language skills, and express their emotions. Barriers to this, however, include lack of training and awareness for both deaf and hearing teachers - even when the teachers are poets.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Poesia em Língua de Sinais;]]></kwd>
<kwd lng="pt"><![CDATA[Educação Bilíngue]]></kwd>
<kwd lng="pt"><![CDATA[Poetas-Professores Surdos]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem de Literatura Sinalizada em L1]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem de Literatura Sinalizada em L2]]></kwd>
<kwd lng="en"><![CDATA[Sign Language Poetry]]></kwd>
<kwd lng="en"><![CDATA[Bilingual Education]]></kwd>
<kwd lng="en"><![CDATA[Deaf Poet-Teachers;]]></kwd>
<kwd lng="en"><![CDATA[Signed Literature in L1 Learning]]></kwd>
<kwd lng="en"><![CDATA[Signed Literature in L2 Learning]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Por que  precisamos de poesia sinalizada em educa&ccedil;&atilde;o bil&iacute;ngue.</h2> <h3>Why we need signed poetry in bilingual education.</h3>     <p>&nbsp;</p> <h4>Rachel  Sutton-Spence    <br> </h4> </font>      ]]></body><back>
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