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Si us plau utilitzeu sempre aquest identificador per citar o enllaçar aquest document: https://hdl.handle.net/2445/117322
La alfabetización de adultos Sordos en Cataluña: Estrategias de la maestra Sorda
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[spa] Las estrategias utilizadas por las maestras con alumnos sordos es un campo poco investigado. Varios autores (Fernández-Viader, Pertusa & Vinardell, 1999; Pertusa, 2002) realizaron aportaciones en torno a las situaciones instruccionales de la lengua escrita con alumnos sordos durante la primera etapa de escolarización. La alfabetización de adultos Sordos en Cataluña: Estrategias de la maestra Sorda, enmarcado en el Proyecto Europeo DEAFLI, The Deaf Literacy (538750-LLP-1-2013-1-ES- GRUNDTVIG), ha surgido de la necesidad actual de optimizar la enseñanza de la lengua escrita catalana a adultos Sordos cuyos índices de analfabetismo son superiores al 80%. Debido a la falta de formación e instrucción que sufre este colectivo, se ha organizado un curso piloto de lengua escrita catalana a un grupo de cuatro adultos Sordos, con un total de 28 horas registradas, traducidas y transcritas para explorar, detectar, observar y analizar las diferentes estrategias empleadas por la profesora Sorda y proponer así, diversas recomendaciones para la intervención educativa.
La ubicación en el aula; las modalidades comunicativas empleadas; las estrategias visuales; los recursos metalingüísticos y el feedback son algunas de las herramientas que emplea la maestra Sorda en el aula para fomentar el desarrollo de las competencias lingüísticas de los adultos Sordos.
[eng] The strategies used by teachers with deaf pupils are a slightly researched field. Several authors (Fernández-Viader, Pertusa & Vinardell, 1999; Pertusa, 2002) made contributions concerning Instructional Situations of written language with deaf pupils in the first stage of schooling. The literacy of Deaf adults in Catalonia: Strategies of the Deaf teacher, framed in the European Project DEAFLI, The Deaf Literacy (538750-LLP-1-2013-1-ES- GRUNDITVIG-GMP), has arisen from the current need for the education of Catalan written language to deaf adults whose levels of illiteracy are superior to 80 %. From DEAFLI one pilot courses of Catalan written language, with a total amount of 28 registered hours, have been carried out with the main target of exploring, detecting, observing and analyzing the different strategies used by the deaf teacher and to propose therefore, several recommendations for educational intervention. Placement in the classroom; Communicative approach; metalinguistic, visual and text resources; Demand Planning Strategies and feedback are some of the tools used by the Deaf teacher in the classroom in order to encourage the development of Deaf adults' linguistic competence.
[eng] The strategies used by teachers with deaf pupils are a slightly researched field. Several authors (Fernández-Viader, Pertusa & Vinardell, 1999; Pertusa, 2002) made contributions concerning Instructional Situations of written language with deaf pupils in the first stage of schooling. The literacy of Deaf adults in Catalonia: Strategies of the Deaf teacher, framed in the European Project DEAFLI, The Deaf Literacy (538750-LLP-1-2013-1-ES- GRUNDITVIG-GMP), has arisen from the current need for the education of Catalan written language to deaf adults whose levels of illiteracy are superior to 80 %. From DEAFLI one pilot courses of Catalan written language, with a total amount of 28 registered hours, have been carried out with the main target of exploring, detecting, observing and analyzing the different strategies used by the deaf teacher and to propose therefore, several recommendations for educational intervention. Placement in the classroom; Communicative approach; metalinguistic, visual and text resources; Demand Planning Strategies and feedback are some of the tools used by the Deaf teacher in the classroom in order to encourage the development of Deaf adults' linguistic competence.
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PÉREZ AGUADO, Natalia. La alfabetización de adultos Sordos en Cataluña: Estrategias de la maestra Sorda. [consulta: 21 de gener de 2026]. [Disponible a: https://hdl.handle.net/2445/117322]