Contribuciones de la Psicolingüística a la Educación de Sordos
ventajas del bilingüismo
DOI:
https://doi.org/10.15448/1984-4301.2023.1.44247Palabras clave:
Sordos, Psicolingüística, Educación bilingüe, Privación lingüística, Reconocimiento de palabrasResumen
Desde la década de 1980, la educación bilingüe para sordos es una propuesta educativa que ha ido delineándose en varios países del mundo y ha avanzado mucho en los últimos años. Para el diseño de esta propuesta fueron fundamentales las investigaciones en el área de la Lingüística. En este artículo, discutimos específicamente las contribuciones de la Psicolingüística a la educación de sordos en relación con dos temas de extrema relevancia: (i) la privación lingüística y la edad de exposición a la lengua de señas (LS); y (ii) la activación translingüística en el reconocimiento visual de palabras en la L2. Estudios que consideran la edad de adquisición de la LS como L1 por parte de personas sordas han encontrado fuertes efectos de ese factor en la adquisición, en el procesamiento y en la proficiencia alcanzada en la L1, así como en la L2. Esos estudios reafirman la importancia de la exposición precoz a LS y de la educación bilingüe para sordos. Los estudios sobre reconocimiento lexical en L2 han demostrado la coactivación de palabras y señas, incluso para sordos con alta proficiencia en L2. Esos estudios contribuyen a comprender el camino bilingüe que siguen los sordos en la adquisición de la escritura, ya que estos bilingües generalmente utilizan la L1 en las interacciones cara a cara y la L2 en las interacciones escritas.
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