About this paper

Appears in:
Pages: 2213-2221
Publication year: 2015
ISBN: 978-84-606-8243-1
ISSN: 2340-1117

Conference name: 7th International Conference on Education and New Learning Technologies
Dates: 6-8 July, 2015
Location: Barcelona, Spain

DEAF ADULTS’ LITERACY IN CATALONIA: DEAF TEACHER STRATEGIES

N. Pérez Aguado, M.P. Fernández-Viader

Universitat de Barcelona (SPAIN)
Currently, 80 % of deaf people are functional illiterate, in other words, they complete a basic education, but do not reach a suitable language proficiency, neither in its oral form nor in the written one (Fernández-Viader and Pertusa, 2007; Jáudenes, 2009; Carrilo and Domínguez, 2010).
Written language proficiency in advanced societies is considered an essential tool since it guarantees fundamental access to information and knowledge and, therefore, helps to develop a better identity and personal autonomy, while it affects social and work integration. Nevertheless, textbooks, activities and resources for teaching and learning written language which are used during lessons are aimed for listening students.
The PhD thesis The literacy of Deaf adults in Catalonia: Strategies of the Deaf teacher, which is currently in its research stage, as part of the European Project Deafli (538750-LLP-1-2013-1-ES-GRUNDITVING-GMP) tries to identify and analyze the strategies which Deaf teachers use in the context of teaching Catalan language to Deaf adult people, all users of Catalan Sign Language (LSC).
Some of the tools used in the classroom by Deaf teachers in order to strengthen the development of Deaf adults' full linguistic competences are: Classroom communication and placement, communicative approaches; bimodal reading tasks and word by word signing; individual and group writing tasks; metalinguistic resources; instructions for the differences between the different linguistic codes (Catalan Sign Language vs. Catalan written language); feedback and other contextual visual, textual or existential support resources.
So far, as Gutiérrez (2011) states “accessibility to information and communication in the Deaf community is still far from being a fact” but, from this new perspective, explaining in detail the new strategies that optimize the reading and writing skills of Deaf pupils, one hopes to bring their competences near the levels of their listening counterparts favoring their access to employment, equal opportunities and deterring exclusion.
@InProceedings{PEREZAGUADO2015DEA,
author = {P{\'{e}}rez Aguado, N. and Fern{\'{a}}ndez-Viader, M.P.},
title = {DEAF ADULTS’ LITERACY IN CATALONIA: DEAF TEACHER STRATEGIES},
series = {7th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN15 Proceedings},
isbn = {978-84-606-8243-1},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {6-8 July, 2015},
year = {2015},
pages = {2213-2221}}
TY - CONF
AU - N. Pérez Aguado AU - M.P. Fernández-Viader
TI - DEAF ADULTS’ LITERACY IN CATALONIA: DEAF TEACHER STRATEGIES
SN - 978-84-606-8243-1/2340-1117
PY - 2015
Y1 - 6-8 July, 2015
CI - Barcelona, Spain
JO - 7th International Conference on Education and New Learning Technologies
JA - EDULEARN15 Proceedings
SP - 2213
EP - 2221
ER -
N. Pérez Aguado, M.P. Fernández-Viader (2015) DEAF ADULTS’ LITERACY IN CATALONIA: DEAF TEACHER STRATEGIES, EDULEARN15 Proceedings, pp. 2213-2221.
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