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The asignatura %u2018Introduction to the tongue of Spanish signs' gives in the University of Alicante from the academic course 1997-98. It treats of an asignatura optativa of the Degree in Psychopedagogics given in the second cuatrimestre of the first course. The matter treats to cover an appearance of the training of the psicopedagogo %u2013 the attention to deaf students users of tongues of signs %u2013 according to the recent legal recognition of the tongues of signs in Spain (Law 27/2007, of 23 October, by which recognise the tongues of Spanish signs and regulate the means of support to the oral communication of the deaf people, with auditory disability and sordociegas; and Law 17/2010, of 3 June, of the tongue of Catalan signs). The fundamental aim of this asignatura is to approach to the students to the Deaf Community and the tongues of signs and familiarise them with the bilingual model in tongue of signs and oral tongue in the educational context in that the students, as future psicopedagogos, will exert his professional work.
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Taking into account the general aims of the Degree in Psychopedagogics and the professional orientation of this title, the specific aims of the asignatura INTRODUCTION To THE TONGUE OF SIGNS are the following:
1. Examine some of the erroneous beliefs that the society in general has on the tongues of signs and the Community and Deaf Culture.
2. Help to the students to that they appreciate the cultural inheritance and the rights of the deaf people users of tongues of signs like linguistic and cultural minority.
3. Concienciar To the students, future psicopedagogos, about the social and educational difficulties, historical and presents, of the Deaf Community and of his fight for reaching the equality of opportunities and the respect to his tongue, and his culture.
4. Know and reflexionar on the limitations that impose the designated Barriers of Communication in the daily life of the deaf people users of tongues of signs.
5. Develop in the students an attitude of respect and responsibility to the tongue of Spanish signs and the tongue of Catalan signs like the tongues preferred by a lot of deaf people in Spain.
6. Initiate to the students in the necessary skills for the communicative practice in tongue of Spanish signs, particularly in the school situation.
7. Enter to the students in the concepts, attitudes and necessary basic skills to llevar an attention psicopedagógica of quality with the alumnado deaf.
8. Reflexionar On the concept of bilingual education for alumnado deaf and know some bilingual experiences in Spain.
9. Analyse the systems of writing of tongues of existent signs in the actuality: his differences and similarities, as well as his advantages and limitations.
10. Familiarise to the students with the didactic resources, publications, associations and congresses on the Deaf Community, the tongue of signs and the bilingual education.
The essentially practical character of the asignatura and the professional competitions that expect that they purchase the students that the cursan, require that, when finalising the module of practices, each student was able of:
The content of the asignatura finds divided of clear form in two split %u2013 theory and practical %u2013 with an hour of weekly class devoted to the theoretical part of the asignatura and two weekly hours devoted to the practical part. The teaching of both parts will realise of conjoint way and coordinated by two professors, one of which is deaf and user of tongue of Spanish signs. The theoretical module will give of sequential way along all the cuatrimestre; the practical module by his part, will develop parallel and complementariamente to the theoretical module beginning from the first week of course, so that the students can take out the maximum provecho of both modules.
The classes of theory will develop by means of practical activities, proposals by the professor, for his resolution inside and out of class by part of the students giving priority to his active and critical participation of these in his process of training. In some cases and in function of the concrete subject to cover, the classes of theory will develop also by means of the exhibition by part of the professor of the fundamental concepts of the subject proposed and doing use of technical tools like presentations with powerpoint or internet like means of support to the exhibition. For the development of these classes, will follow an already elaborated script, in which they will describe the subjects to cover in each session for the development of the concrete program and that will facilitate to the students to the beginning of the cuatrimestre (see %u2018Program and weekly Planning of the theoretical credits') and will allocate part of the sessions of theory to the resolution in group of general doubts. For the correct aprovechamiento of the practical class, this llevar always with the support of presentations in PowerPoint since they contribute visual information very necessary in the committed. In these presentations reinforces the content that is explaining in each moment and besides contribute examples of grammatical uses. Also they include billed of exercises that the students will realise by turns in front of his mates, as for example dialogues based in real situations of communication, exercises of relation of concepts, of expression in function of a determinate role, etc. In addition to the technological resources, the blackboard (like instrument of visual support) is a very used element in class. When it llevar an explanation in which it appears a new sign, that is to say, a sign that the students still do not know, the meaning of this does not provide directly but it tries , by means of different examples in tongue of signs, that the students arrive to the meaning to strengthen it in the memory. In the case that the complexity of the sign was high and the students do not discern cual is his sense, will provide the word in Spanish that corresponds him using the dactilología. In the practice of the asignatura does not use in any moment the oral speech with the aim to develop the visual capacities so important in the learning of this tongue.
All the materials used so much in the classes of theory as in the ones of practices will put to disposal of the students, before the beginning of each session, through the Virtual Campus, using the tools of %u2018Sessions' and %u2018Material'. Given the character optativo of the asignatura, the characteristics of the students and the schedule of teaching of this asignatura demand a flexible attitude in front of the approaches curriculares and the gestión of the classes along the development of the asignatura, forcing so much to do precisions in his beginnings, like back rectifications, that allow his adaptation to the needs and concrete expectations of the students of each academic course %u2013 according to his reactions of success or failure %u2013, giving fit to spontaneous or own tasks of them, beside the proposals by the professors.
In addition to the classes of theory and practical, the students will be able to complement his study by means of the hours of tutoría weekly of the two professors of the asignatura.
The temario proposed for the asignatura divides in two modules (theory and practical) of 1,5 and 3 credits respectively. The module of theory structures in twelve sessions whose contents and aims are closely related with the contents and aims of the practical module. Since the structure of the practical sessions differs in some measure of the corresponding to the theoretical sessions, the breakdown of contents that shows to continuation differs also in some measure for both blocks:
MODULE OF THEORY (1,5 credits)
Session 1.- Topical and erroneous beliefs on the tongues of signs.
Session 2.- The deaf people and the tongues of signs.
Session 3.- The deaf community I: Community and Deaf Culture.
Session 4.- The deaf community II: Movement asociativo.
Session 5.- Accessibility and Barriers of Communication.
Session 6.- The investigation of the tongues of signs.
Session 7.- The linguistic structure of the tongues of signs.
Session 8.- Bilingual education of the girls and deaf boys I: Some basic concepts.
Session 9.- Bilingual education of the girls and deaf boys II: Experiences.
Session 10.- Educational materials in or on tongue of signs I.
Session 11.- Educational materials in or on tongue of signs II: The tongues of signs in Internet.
Session 12.- Systems of writing of the tongues of signs.
MODULE OF PRACTICE (3 credits)
Block I. Grammatical contents:
- Use of the alphabet dactilológico.
- Particles interrogativas. Interrogativas Partial and total.
- Personal pronouns.
- Possessive adjectives.
- Enunciativas Affirmative and negative.
- Numeral cardinal and ordinal.
- Comparative degree and superlative of the adjective.
- The substantive. Training of the plural.
- Gender and number of the adjectives calificativos.
- Morphology and use of the verbal times:
Or Way indicativo: present
Or imperative Way
- Imperative prayers.
- Order of the placing of the sentential elements.
Block II. Context:
- Present (presentations, alphabet dactilológico of the tongue of Spanish signs, expressions of courtesy, etc.).
- ¿Who are? (Languages, educational institutions, orders, etc.).
- The educational centre (managerial charges, matters lectivas, familiar relations, schedules, transports, houses, villages of the province of Alicante, basic colours, etc.).
Block III. Contents socioculturales:
- Social conventions.
- Cultural and linguistic markers.
- The surroundings of escolarización of the deaf boy: educational and students.
In the following links appear all the basic materials of the necessary course to be able to reach the aims posed in him through the theoretical and practical sessions of the asignatura. Each link goes preceded of a brief description of his contents.
Basic documents of start of the asignatura. It includes 2 documents: Program and weekly Planning of the theoretical credits of the asignatura and Program of the practical credits of the asignatura:
Presentations of the theoretical sessions (sessions 1, 6, 8, 9 and 11) and practical blocks of the asignatura (subjects 1 to 3). It includes 7 presentations (4 of the module of theory, that facilitate the realisation of the practical activities of each session; and 3 of the module of practice) in formats %u2018Slideshow of Microsoft Office PowerPoint' and %u2018Season Acrobat 7.0':
Practical activities (module of theory: 1,5 credits) of the sessions 1 to 12 of the asignatura. It includes 22 practical activities. Before realising them, recommends consult the Program and weekly planning of the theoretical credits of the asignatura as well as the presentations of the sessions of theory:
Proofs of evaluation (modules of theory and practical) of the asignatura. It includes 4 examinations of the corresponding theoretical credits to the announcements of June and September of the academic course 2010-11; 2 examinations of the practical credits (groups of morning and afternoon) and 1 index card of evaluation of the students with the criteria of evaluation of the examination of practice of the asignatura:
ALL THE MATERIALS
During the face-to-face sessions, the two professors of the asignatura will go recommending the basic bibliography of support to the theoretical and practical contents of this. For concrete subjects, advises also a complementary basic bibliography that details to continuation:
MODULE OF THEORY
SACKS, Oliver (1989): Seeing Voices. University of California Press, (tr. To the Spanish of José Manuel Álvarez Flórez: I See a voice. Trip to the world of the deaf, Madrid: Anaya & Mario Muchnik, 1991).
MONTERO, Lourdes (1996): %u201C¿A person with sordera is that that does not hear?%u201D, in Records of the XV National Congress F.And.P.To.L. A Coruña, pp. 79-108.
MARCHESI, Álvaro (1999): Psicosociología of the Deaf Community, Madrid: National Confederation of Deaf of Spain.
MORENO RODRÍGUEZ, Ana (2000): The Deaf Community: psychological and sociological Appearances, Madrid: National Confederation of Deaf of Spain.
VV.AA. (2001): sociological and cultural Shots of the Deaf People, Valencia: FESORD CV.
MUÑOZ BAELL, Irma María and CANTERO, Mª Teresa (2000): %u201CEmpoderando to the deaf. We leave that the Deaf are Deaf%u201D, Faro of the Silence, 176, May-June, 38-47.
HAULAND, Hilde and ALLEN, Colin (compilers) (2009): Deaf People and Human Rights, Helsinki: World Federation of the Deaf (tr. To the Spanish: Deaf People and Human Rights, 2009).
F.To.X.P.G. (1999): Guide for the elimination of the Barriers of Communication, A Coruña: Federation of Asociacións of Xordos do Country Galego.
To.S.S.C. (1999): ¿What understands by the supresión of the Barriers of Communication?, Santander: Association of Deaf of Santander and Cantabria.
LAW 1/1998, of 5 May, of Accessibility and Supresión of Architectural Barriers, Urbanísticas and of the Communication (BOE nº 137, 9 June 1998, article 13360 (Autonomous Community Valencian)).
C.N.S.And. (2010): Resolutions of the V Congress of the State Confederation of Deaf People. Conquering Right, Madrid: CNSE.
ZEINERT, Heiko (1994): %u201CHistory of the tongue of signs%u201D, in VEYRAT RIGAT And PÉREZ-JULIÁ (comps.): 1er Symposium on the Tongue of Signs and the Deaf Community, Valencia: Universitat of València-Federation of Deaf of the Valencian Community, pp. 37-42.
RODRÍGUEZ GONZÁLEZ, Mª Angels (1992): Language of signs, Barcelona: CNSE-Foundation ONCE.
JUNCOS, Onésimo et al. (1997): %u201CFirst words in the tongue of Spanish signs (LSE). Formal structure, semantic and contextual%u201D, Rev. Logop. Fon. Audiol., XVII, 3, 170-81.
MUÑOZ BAELL, Irma M. (1999): ¿How it articulates the Tongue of Spanish Signs? Madrid: National Confederation of Deaf of Spain.
VV.AA. (2000): you Aim of Linguistics of the Tongue of Spanish Signs, Madrid: C.N.S.And.
VV.AA. (2001): Signolingüística. Introduction to the Linguistics of the L.S.And., Valencia: Foundation FESORD.
WHITE SMITH, Ángel L. (2005): Visual Grammar of the Tongue of Spanish Signs, Alicante: Virtual Library Miguel de Cervantes.
WHITE SMITH, Ángel L. (2007): Grammar Contrastiva Spanish-LSE. Alicante: Virtual Library Miguel de Cervantes.
MUÑOZ BAELL, Irma M.; MERMA, Gladys; NOGUEIRA, Rubén; PEIDRÓ, Ana (editors) (2005): Studies on the Tongue of Spanish Signs. I National Congress of Tongue of Spanish Signs. Alicante: Area of General Linguistics of the University of Alicante, State Confederation of Deaf People and Federation of Deaf People of the Valencian Community.
C.N.S.And.-World Federation of the Deaf (2008): Book of Reports and communications XV World-wide Congress of the WFD, Madrid: State Confederation of Deaf People- World Federation of the Deaf.
FESORD CV (2000): The voice of Pedro. Discover things on the Deaf People, Valencia: Foundation FESORD C.V.
ALONSO BAIXERAS, Pilar et al. (2003): White Book of the Tongue of Spanish Signs in the Educational System, Madrid: State Confederation of Deaf People-Ministry of Education, Culture and Sport.
C.N.S.And. (2002): Guide of Bilingual Education for Boys and Deaf Girls, Madrid: National Confederation of Deaf of Spain-Ministry of Education, Culture and Sport.
GROSJEAN, Françoise (2000): %u201CThe Right of the Deaf Boy to Grow Bilingual%u201D, The Bilingualism of the Deaf; 1(4): 15-8.
SKLIAR, Carlos; MASSONE, María I. And VEINBERG, Silvana (1995): %u201CThe access of the deaf boys to the bilingualism and biculturalismo%u201D, Infancy and Learning; 69-70: 85-100.
SKLIAR, Carlos (1999): %u201CA preliminary analysis of the variables that take part in the project of Bilingual Education for the deaf%u201D, Barcelona: Section of Education of Difusord %u201CAssociation of Diffusion of the Deaf Community%u201D; December.
APANSCE (coord.) (1998): bilingual Experiences in the education of the deaf boy, Barcelona: Editions May.
APANSCE (coord.) (1999): II Days of bilingual education in the deaf boy, Barcelona: Editions May.
ASSOCIATION OF DEAF OF VIGO (2000): 1ace Provincial Days on the Bilingual Education of the Deaf; 1999 Nov 26-27; Vigo; Vigo: ASV.
MUÑOZ BAELL, Irma M.; ALVAREZ DARDET, Carlos; RUIZ, María Teresa; FERRERO LAKE, Emilio and AROCA FERNÁNDEZ, Eva (2009): Initiative %u2018healthy School and inclusiva for girls and deaf boys', Madrid: Foundation CNSE for the Supresión of the Barriers of Communication.
MODULE OF PRACTICE
CENTRE OF TRAINING And STUDIES FOR THE DEAF COMMUNITY-FESORD CV (2000): Sígname %u2013 to learn Tongue of Signs in the Valencian Community. Elementary level. Book of the student, Series SÍGNAME, Valencia: FESORD CV.
FESORD CV (1999): ¡To Signar! [CD-Interactive ROM], Valencia: FESORD CV.
VV.AA. (1998): Signar: it Learns Tongue of Spanish Signs. Initial level. Book of the student, Series SIGNAR, Madrid: C.N.S.And.
VV.AA. (1999): Signar: Communicative Video. Initial level, Series SIGNAR, Madrid: C.N.S.And.
VV.AA. (1999): Signar: Interactive Video. Initial level, Series SIGNAR, Madrid: C.N.S.And.
RODRÍGUEZ, Andrés (1999): The language of the body: corporal expression applied to the LSE, Madrid: C.N.S.And.
VV.AA. (2005): My first signs. Dictionary of tongue of Spanish signs for boys and girls, Madrid: Foundation CNSE for the Supresión of the Barriers of Communication.
VV.AA. (2010): My first signs: it Discovers new signs. Dictionary of tongue of Spanish signs for boys and girls, Madrid: Foundation CNSE for the Supresión of the Barriers of Communication.
PINEDO PEYDRÓ, Félix Jesús (2007): Dictionary of Tongue of Spanish Signs, Madrid: C.N.S.And., 4ª ed.
Webvisual TV is an informative of the Federació of Persones Sordes of Catalonia.
Daily sign. News and information for the deaf community is a newspaper of information headed to the deaf community.
In Tongue of Signs is a weekly program, about the actuality of the deaf people.
Spreadthesign Is an international pedagogical project of divulging of different tongues of signs, funded by the European Commission.
Signs that explain, Tales that signan is a project of Foundation CNSE for the Supresión of the Barriers of Communication headed to professional of the culture and education for the promotion of the reading in the deaf infancy.
Project ABC %u2013 innovative project for deaf students of compulsory secondary education %u2013 developed by the I.And.S. Infante Don Juan Manuel of Murcia.
Didactic materials %u2013 many of them of indispensable free %u2013 download in the educational field.
Investigation in tongue of Spanish signs %u2013 web page elaborated by the Foundation CNSE for the Supresión of the Barriers of Communication.
Diverse materials grouped in seven thematic areas: Dictionaries, Promotion to the reading, Families, Investigation, didactic and educational Materials and Informative Publications.
Initiative %u2018Healthy School and Inclusiva for Girls and Deaf Boys' %u2013 conjoint initiative between the University of Alicante and the Foundation CNSE for the Supresión of the Barriers of Communication. The Initiative helps to understand better the educational needs of the girls and deaf boys, facilitating a change to a healthier education, inclusiva and equitativa.
SLLS: Sign Language Linguistics Society Is an international association of researchers of tongues of signs. His main aim is to promote the investigation of the tongues of signs all over the world and look after the scientific and ethical quality of said investigation.
MODULE OF PRACTICE
Virtual library Miguel de Cervantes, University of Alicante.
%u2018It learns LS' is a resource of the Federation of Deaf People of the Valencian Community (FESORD CV) to initiate you in the learning of the tongue of Spanish signs.
Dilse III, Treasure of the tongue of Spanish signs, normative Dictionary of the tongue of Spanish signs. Electronic publication, Foundation CNSE for the Supresión of the Barriers of Communication, Madrid, Spain.
Web page of the Association of Deaf People of Alicante (APESOA).
Project elaborated by the Foundation CNSE for the Supresión of the Barriers of Communication very useful to initiate in the concept of deaf community, the representative organisations of the deaf people, his linguistic and cultural rights, his tongues (tongue of Spanish and Catalan signs) and cultures, the current legislative recognition of these; etc.
MODULE OF THEORY
Law 27/2007, of 23 October, by which recognise the tongues of Spanish signs and regulate the means of support to the oral communication of the deaf people, with auditory disability and sordociegas.
Law 17/2010, of 3 June, of the tongue of Catalan signs
Centre of Linguistic Normalisation of the Tongue of Spanish Signs (CNLSE).
Web page of the State Confederation of Deaf People (CNLSE) - the first entity asociativa of the disability of our country and a Non-profit organisation - created in 1936.
Web page of the Foundation CNSE for the Supresión of the Barriers of Communication (Foundation CNSE)
Web page of the Federation of Deaf People of the Valencian Community (FESORD CV)
Web page of the Association of Deaf People of Alicante (APESOA).
Web page of the Federació of Persones Sordes of Catalonia (FESOCA).
The Library of Signs is a portal of the Virtual Library Miguel de Cervantes, in the University of Alicante, devoted especially to the divulging and investigation of bibliographic material with version in tongue of Spanish signs.
Thematic portal of the Library of Signs (Virtual Library of Miguel de Cervantes, University of Alicante) that includes 9 educational lessons in LSE for the first cycle of primary on the matter of %u2018Knowledge of the half'.
Activities in Tongue of Signs is an initiative of CNSE whose aim is to support the work of all those centres in which the tongue of Spanish signs constitutes matter object of education and learning; as well as facilitate the process of education and learning of the LSE in the stages of Childish and Primary Education.
My deaf son. A world of answers is an initiative of FAMISOR especially thought to give answer to the doubts of the families of girls and deaf boys.
Accessibility to the information and to the communication - web elaborated by the State Confederation of Deaf People
Web page of the Spanish Federation of Interpreters of Tongues of Signs and Guide Interpreters (FILSE)
Area of Communication of the CNSE whose main aim is to spread a truthful and free image of commonplaces that show the reality of the deaf people in our country.
Difusord Is an informative created by the Association of Diffusion of the Deaf Community and in operation from 1999.
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