Didactic Interactions in the Deaf Bilingual Classroom for the Learning of Chilean Sign Language
সংরক্ষণ করুন:
| লেখক: | , |
|---|---|
| বিন্যাস: | artículo original |
| বর্তমান অবস্থা: | Versión publicada |
| প্রকাশনার তারিখ: | 2025 |
| বিবরন: | This study was conducted in a special school for deaf students with a bilingual approach, focusing on the initial stages of education. The objective was to identify which communicative interactions in Chilean Sign Language (LSCh) occur during didactic activities between teachers and students, and how these interactions contribute to the development of LSCh. A qualitative case study of an exploratory and descriptive nature was employed. Three groups of students, aged 5 to 10, were observed and recorded during Language classes. The analysis focused on the communicative practices of the hearing teaching staff and identified didactic tools for fostering linguistic development. The findings reveal that interactions are predominantly initiated and controlled by the teaching staff, emphasizing the form of signs rather than their content, with a focus on isolated lexical units. The way teachers use LSCh, particularly their gestural and visual resources, as well as the communicative exchanges they foster within the classroom, is crucial for students' acquisition of LSCh. The significance of this study lies in its potential to enable teachers to monitor their own interactions and recognize their critical role as facilitators of language development. |
| দেশ: | Portal de Revistas UCR |
| প্রতিষ্ঠান: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| ভাষা: | Español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/61358 |
| অনলাইন ব্যবহার করুন: | https://revistas.ucr.ac.cr/index.php/educacion/article/view/61358 |
| মুখ্য শব্দ: | Special Education Deaf Education Sign Language Development First Language Acquisition Didactics Chilean Sign Language Educación especial Educación del estudiantado sordo Desarrollo de la lengua de señas Adquisición primera lengua Didáctica Lengua de Señas |