Abstract

GALVIS PENUELA, Rosalba. Didáctica del español escrito como segunda lengua para estudiantes sordos: estado del arte. Enunciación [online]. 2021, vol.26, n.2, pp.270-291. ISSN 0122-6339.  https://doi.org/https://doi.org/10.14483/22486798.17064.

This article presents a detailed analysis of the state of the art on research, proposals, and experiences in international and national (Colombia) contexts regarding the didactics of written Spanish as a second language for deaf people who use sign language in formal and non-formal education, from 1990 to 2020. Among the objectives are identifying the current state, explaining how deaf students learn written language, and configuring specific didactics. The documents studied by means of an initial thematic reading, followed by an interpretative or hermeneutical reading and an interpretative analysis, revealed the categories of teaching studies that position the relationship between learning and language, teaching a foreign/second language, language pedagogy for deaf people, and instructional approaches, thus evidencing a high dispersion in the conceptualization of the didactic element Content knowledge. There are no research reports that propose specific didactics for the deaf population.

Keywords : deaf education; pedagogical research; bilingualism; sign language; second language teaching; written language.

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