Didactique de la langue des Signes Française, langue 1, dans les structures d'éducation en langue des signes : attitudes et stratégies pédagogiques de l'enseignement sourd
Didactique de la langue des Signes Française, langue 1, dans les structures d'éducation en langue des signes : attitudes et stratégies pédagogiques de l'enseignement sourd
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法语签名语言教学，语言 1，签名语言教育结构：学习态度和教学策略
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发表时间：
2010
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通讯作者：
É. Leroy
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作者：
É. Leroy
18世纪中叶，一位名叫L的牧师首次建立了聋生手语集体教学。在1880年米兰议会禁止教育系统使用手语(SL)一个世纪后，一种教育的两种语言协会(Two Language For One Education)将接手LSF-法语双语教学的火炬，创建专门用SL授课的年级。因此，我们试图通过概述法国不同类型的双语教育以及国际语言教学而不是区域语言教学，来理解为聋人学生提供这种教育的问题。我们还对以外语为教学语言的年级和聋人专业人员的模糊地位提出了质疑，这是由于目前的双重部级监督造成的。此外，遵循象似性理论(Cuxac，2000)的原则，我们捍卫了聋人在手语发展中的相关性，并为此产生了指导手语教学的特殊教学技巧。在阐明了我们以二语成绩为中心的调查和分析的方法选择之后，我们的研究揭示了微妙而复杂的语言策略，尤其是使用眼睛的方向，手指和触觉。手语特殊的符号学特征体现了二语教学过程中“主动改变”的教学方法。在首先以“口头”方式表达意义的教育中(在这种情况下，通过视觉手势情态)，在聋儿和聋人青少年教育的背景下，手语在书写途径教育方法中占有一席之地。
The collective teaching for deaf pupils by means of sign language was set up for the first time in the middle of the 18th century by a priest named “l’Abbe de l’Epee”. Then, one century after the sign language (SL) prohibition in the education system at the Milan Congress in 1880, the association Two Languages for one Education will take up the torch of LSF-French bilingualism by creating grades exclusively taught in SL. Therefore, we have tempted to understand the issues of such an education for the deaf pupil by sweeping up the different types of bilingual education in France, as well for international language teaching than for regional language teaching. We have also questioned ourselves about the ambiguous statuses of the grades where FSL is the teaching language and of the deaf professionals, an ambiguity due to a current double ministerial supervision. Furthermore, following the principles of the iconicity theory (Cuxac, 2000), we defend the relevance of the deafness in the development of sign languages, generating for this reason particular teaching skills for the instruction of these languages. After having clarified our methodological choices of survey and analysis at the center of SL grades, our study reveals subtle and complex linguistic strategies using notably direction of eyes, finger pointing and sense of touch. The particular semiology of sign languages characterizes the “alter-active” methods of the SL teaching sessions. In an education where the meaning is first expressed "orally" (in such a case by means of the visual gestural modality), the SL has then all its place in the writing access educational method within the context of the education of deaf children and deaf teenagers.