Resumo

PEREZ, Yolanda. LA PRODUCCIÓN DE CUENTOS ESCRITOS POR ESCOLARES SORDOS: UNA EXPERIENCIA PEDAGÓGICA CON BASE EN LA LINGÜÍSTICA TEXTUAL. Investigación y Postgrado [online]. 2002, vol.17, n.2, pp.11-52. ISSN 1316-0087.

This study comes in response to deaf children's difficulties in producing written texts and the absence of specific orientations for teachers on how to intervene pedagogically, in the framework of a given bilingual-bicultural tendency, to help their students overcome the problem. Accordingly, the objective is to examine the impact of didactic strategies based on frequent interaction with stories and on writing of stories of this kind by deaf school children. From the language studies standpoint, this is a research project based on Textual Linguistics because its premise is that a language's structures, content, and functions vary with the type of text; as a result, command of a language -either oral or written- involves command of the types of text needed for effective social performance. Accordingl y, three phases are envisioned: (a) diagnosis, (b) pedagogical intervention, and (c) evaluation. Data processing is done through a comprehensive qualitative analysis of observation notes and notes on the texts elicited in the first and last stages of the research. The results show that, with the strategies employed, students develop narrative and story-telling competence in both LSV and written Spanish. It was also found that initial competences in LSV and writing seem to induce greater benefit from the pedagogical intervention strategies employed.

Palavras-chave : deaf writing; pedagogical project; narrative competence.