Intercultural bilingualism: value and importance in inclusive education
Journal Title: Social Innova Sciences - Year 2020, Vol 1, Issue 3
Abstract
Intercultural bilingualism as an educational practice for the deaf highlights the use of sign language and the writing-reading of Spanish as a daily action, allowing the deaf person to feel useful in their educational environment, as well as avoiding, reducing or eliminating the dependence and pity. This research work was developed under a qualitative paradigm of Husserl's phenomenology (2013; 2005). Methodologically, the symbolic interactionism of Goffman (1970) was used and with the quadripolar model of Rusque (2010) the research was structured in four poles: epistemological, theoretical, technical-morphological to culminate with a theoretical contribution ( poiesis). The population consisted of five key informants, who underwent semi-structured interviews, in addition to informal observation and contact with deaf students and people close to them for data collection. No sample or sampling was selected because the total population was used to carry out the qualitative study. The results allowed the deaf to structure a sufficiently stable personality that reinforces the proper management of their emotional intelligence and the development of their self-taught action, as well as generating a more permanent positive self-esteem, which enriches their world of life and their intersubjectivity. which contributes to the development of their communicative faculty,
Authors and Affiliations
Wendy Maria Virginia Castillo Castillo
Keywords
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