Multimodality and the grammar of visual design: Writing in Portuguese as L2 in the context of Brazilian deaf students

Abstract

This article analyzes the visual design of a Virtual Learning Environment (VLE) taking into account recent studies related to Social Semiotics and to a current multimodal approach that emphasizes the use of different semiotic codes to express meanings. It comprises a documentary investigation from the perspective of the qualitative research. This environment was implemented on Moodle, a virtual platform that allows the orchestration of different semiotic modes to address the learning needs of its target audience, Brazilian deaf students. As instruments for our analysis, we used some of the categories of image-oriented grammar, the Grammar of Visual Design (GVD), and aspects related to typography, colors and reading paths. The focus of the VLE is on the educational context for the deaf and it incorporated pedagogical practices for the teaching of the writing of argumentative articles in Portuguese as L2 to Brazilian deaf students who were being prepared for the Exame Nacional do Ensino Médio (ENEM). Our study reveals that a VLE that comprises design choices like the ones discussed in this article can address the special needs of Brazilian deaf students. Our investigation results can be useful for those interested in different educational scenarios for the deaf in the Brazilian context.