Orquestación de recursos lingüísticos en el desarrollo bilingüe lengua de signos-lengua oral

• Plaza-Pust, Carolina ^[1]
  1. [1] Johann Wolfgang Goethe-Universitaet Frankfurt am Main
• Localización: REVLES: Revista de estudios de lenguas de signos, ISSN-e 2695-4133, Nº. 1, 2019 (Ejemplar dedicado a: Aspectos lingüísticos y de adquisición de las lenguas de signos), págs. 176-208
• Idioma: español
• Títulos paralelos:
  • Orchestration of linguistic resources in the bilingual development of sign language-oral language
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    En este artículo abordamos la relación compleja de factores internos y externos que determinan el bilingüismo lengua de signos–lengua oral (LS-LO), entre los cuales destacamos la oferta educativa. Analizamos los distintos enfoques teóricos adoptados y los resultados obtenidos en los estudios realizados sobre la adquisición bilingüe LS-LO en aprendices sordos. Mientras los estudios realizados desde una perspectiva educativa han aportado evidencias del posible papel facilitador de la LS en la adquisición de la lectoescritura, la investigación que se llevado a cabo desde un enfoque evolutivo de la adquisición de lenguas ha contribuido a una mejor comprensión de los mecanismos que subyacen a la dinámica del desarrollo bilingüe y ha mostrado cómo los aprendices de lenguas orquestan hábilmente los recursos lingüísticos disponibles.

     

  • English

    In this articlewe elaborate on the complex interaction of internal and external factors that determine sign language-oral language bilingualism (SL-OL), among which we underscore the role of education. We discuss the main theoretical approaches adopted and results obtained in the studies undertaken on the bilingual SL-OL acquisition in deaf learners. While the studies conducted from an educational perspective have provided evidence for a potential facilitating role of SL in the acquisition of literacy, the investigation carried out from a developmental linguistics perspective has contributed to a better understanding of the dynamics of bilingual development in deaf learners, and has shown how they creatively orchestrate their linguistic resources.

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