ENHANCED STORYTELLING THROUGH PORTUGUESE SIGN LANGUAGE: PATHWAYS TO EFFECTIVE NARRATIVISATION IN PRIMARY ENGLISH TEACHING

Abstract

This article presents a study developed within the scope of Supervised Teaching Practice, focusing on the use of storytelling, narrativisation and Portuguese sign language (LGP) as pedagogical strategies in teaching English in the 1st Cycle of Basic Education. The main objective was to understand how these approaches can promote motivation, participation and vocabulary learning in English. Methodologically, the study was qualitative in nature, based on direct observation, logbooks, analysis of teaching sequences and questionnaires. The activities included storytelling, a fictional character (the puppet Max) and gestures based on LGP, highlighting the iconicity and visual potential of sign language as a support for lexical acquisition of the English language. The results indicate that storytelling promoted greater emotional involvement and active participation among students, while LGP facilitated the memorisation and comprehension of new vocabulary, creating a more accessible and inclusive environment for all students. It is concluded that the combination of these approaches contributes to more meaningful, multisensory, and student-centred learning experiences.