El aprendizaje formal de una lengua de herencia signada: un proceso de empoderamiento para los/as CODA (Children of Deaf Adults)
Archivos
Fecha
2023
Autores
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Rey Juan Carlos
Resumen
For most deaf people who are born and grow up in hearing families without access to
their natural sign language in the family environment, the educational and associative
environment are essential to allow the acquisition of a sign language and enculturation in the
deaf community. For hearing people who correspond to the acronym CODA (Children Of Deaf
Adults) because they come from deaf families, the associative environment may be frequented
by them especially in childhood accompanying their deaf relatives but their educational
environment is often totally devoid of a sign language. Thus, the competence and fluency in sign
language and the ethno-linguistic self-determination of CODAs may vary as well as that of their
parents. The transmission of a sign language in deaf families with hearing children can be
impeded, limited, or hindered.
As people from immigrant families who attend classes to affirm their mother tongue and
reinforce their sense of belonging to their family´s culture is called “heritage speakers”, CODA
can do the same as “heritage signers”. The overall objective of this thesis is to determine the
impact of formal learning of a heritage signed language on the awareness process of the CODA
individual. To achieve this objective, five studies of an autoethnographic, phenomenological,
quantitative, descriptive, exploratory, and interpretative nature were carried out. They were
based on the analysis of data from 73 informants, which were collected through interviews, a
questionnaire, and a discussion group. Thus, the findings presented offer important
observations about CODA people and reveal that the formal learning of a sign language enables
them a process of awareness and empowerment of their own identity and culture.
Whether in a curricular educational context or in non-formal studies, the pedagogical
approach to sign language teaching is mainly focused on learning the language as a second
language. There is some overlap between the objectives of this teaching and those applied to
heritage signed languages, but these establish a paradigm related to the previous linguistic and/or communicative competences of heritage signers and challenges intrinsic to their
confrontation with the standard variety taught.
Heritage sign language learners show needs that must be considered to adapt existing
teaching methodologies. The contributions of both learners and teachers involved in the unique
history of heritage sign language teaching present fundamental considerations for the
transmission and valorization of sign languages as heritage and open new questions about
heritage languages.
Descripción
Tesis Doctoral leída en la Universidad Rey Juan Carlos de Madrid en 2023. Directores:
Elena Battaner Moro y
Rayco H. González Montesino
Palabras clave
Citación
Colecciones
Excepto si se señala otra cosa, la licencia del ítem se describe como Attribution-NonCommercial-NoDerivatives 4.0 Internacional