Initial approaches towards bilingual education in deaf children through children's literature Formación bilingüe en niños y niñas sordas a través de la literatura infantil

Abstract

This research article shows the partial results of the piloting stage of the action observation research proposal in the speech therapy and pedagogical approach, in deaf girls and boys immersed in a bilingual context, through the use of children's literature accompanied by strategies/ linguistic and cognitive resources. In order to demonstrate the impact that working with children's literature has on learning written Spanish as a second language. Ten deaf boys and girls attending preschool and cycle one levels participated in a series of workshops for fifteen weeks that involved activities related to children's literature and the moments before, during and after reading. Among the results, there is evidence of strengthening in the acquisition and consolidation of concepts, relevance of the use of color key in grammatical processing, use of metacognitive tools in reading comprehension processes. After the results obtained, it can be concluded that this initiative allowed the effective internalization of the macro structure of the story, associated with the ability to evoke and describe it in L1, the use of the cognitive table as a relevant strategy for written representation with its corresponding in LSC, evident progress in tracking accuracy on the cognitive table, and a decrease in response latency after session implementation times. Finally, it stands out as the mediation of children's literature, as a transversal axis that favors, from all its dimensions, the formation of the bilingual Deaf subject.