La lectoescritura del día a día en educación:
reflexiones sobre el uso de las "alfabetizaciones reales" y el "paisaje lingüístico" en la enseñanza del inglés a jóvenes sordos de la India
DOI:
https://doi.org/10.26512/les.v24i1.48625Palabras clave:
real literacies, linguistic landscapes, deaf, English, IndiaResumen
En este artículo analizo mi experiencia con dos proyectos de investigación-acción sobre el desarrollo de la enseñanza de la lectoescritura en inglés con jóvenes sordos en la India, Ghana y Uganda. Centrándome en la India, reflexiono sobre dos conceptos en los que nos basamos para diseñar una pedagogía comunicativa del lenguaje centrada en el alumno, "alfabetizaciones reales" (ROGERS, 1999) y "paisajes lingüísticos" (CONOZ; GORTER, 2008). Utilizamos estas perspectivas para crear conjuntamente con los estudiantes un plan de estudios basado en sus propias experiencias cotidianas con el inglés. El proyecto buscaba empoderar a los jóvenes sordos a través del desarrollo de su capacidad para comunicarse en inglés, al mismo tiempo que valorando su lengua materna -la lengua de signos-, ofreciendo así una educación bilingüe aditiva. En el artículo, analizo cómo los estudiantes y los tutores se involucraron con este enfoque, cuestionando activamente algunos de nuestros planes y sugiriendo adaptaciones de las actividades programadas. Concluyo mi artículo con algunas reflexiones sobre lo que podemos extraer de nuestra experiencia en lo que respecta a la adaptabilidad y la relevancia de las "alfabetizaciones reales" y los "paisajes lingüísticos" para el trabajo con alumnos sordos.
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