ALFABETIZACIÓN EN LENGUA DE SEÑAS EN EL CURRÍCULO DE LENGUA DE SEÑAS
DOI:
https://doi.org/10.14295/momento.v31i02.14392Palabras clave:
Lengua de Señas. Currículo. Alfabetización. Componentes de alfabetización temprana.Resumen
El currículo de Lengua de Señas es un desarrollo contemporáneo que pocos países han implementado oficialmente para enseñar la Lengua de Señas estándar nacional como primera lengua (L1) y/o lengua materna en los grados escolares. En estos, la Lengua de Señas es una materia obligatoria, que el niño sordo necesita estudiar y desarrollar metalingüísticamente, como es el caso del aprendizaje de lenguas habladas como L1. Un Lengua de Señas como metalenguaje también significa que el currículo enseña habilidades lingüísticas explícitas para que el niño entienda gradualmente cómo funciona la Lengua de Señas en diferentes contextos, tome decisiones efectivas de significado o estilo y comprenda más completamente cuando estudie el idioma. En otras palabras, el currículo de Lengua de Señas aborda la importancia de desarrollar la alfabetización da Lengua de Señas de un niño. Tradicionalmente, la alfabetización está ligada a la lectura y la escritura, y para su aprendizaje, el currículo de lenguas establece cinco componentes esenciales de la alfabetización inicial: comprensión, conciencia fonológica, fonética, conocimiento de las convenciones de escrita y fluidez. El artículo discute estos componentes en apoyo de la alfabetización en Lengua de Señas como una forma de alfabetización verbal (no escrita), basado en un estudio documental entre el currículo de Lengua de Señas y el currículo indígena.
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