Acceso usuarios
Danielle Bouvet
Os nenos xordos fillos de pais oíntes (que son o 95% dos casos) non poderán adquirir a lingua xestual no seu medio familiar. Será necesario valerse dunha estructura educativa onde o neno, xunto con outros nenos xordos, poida apropiarse da lingua xestual nun clima de pracer e de comunicación satisfactoria. Así, por medio da palabra xestual, o neno identificarase cos seus educadores xordos; de igual xeito, a palabra vocal vai ser para el un medio privilexiado de identificación cos seus pais oíntes, e vai desexar falar tamén "como papá" ou "como mamá". Para responder a este desexo, é necesaria desde o comezo unha educación bilingüe, propoñéndolle ó neno, de xeito paralelo, as dúas linguas, a lingua xestual e a lingua vocal. Dentro desta educación a aprendizaxe da lingua escrita vai xogar un papel moi importante, xa que a escritura fornécelle ó neno a ocasión de descubrir as diferencias de estructura entre as dúas linguas. En calquera caso, o coñecemento e a manipulación dunha lingua que lle resulte natural é fundamental para o seu acceso á lingua vocal nas súas modalidades orais e escritas. Por outro lado, a adquisición bilingüe da linguaxe require unha estreita colaboración entre os pedagogos xordos e os pedagogos oíntes
Deaf children from hearing parents (about the 95% of cases), can't acquire the Sign language within their families. It will be necesary to turn to the educative structure where the child, together with other deaf children, can acquire the Sign language inside an atmosphere of enjoyment and satisfactory communication. In this way, through the sign word, the child will identify with his/her deaf teachers; in the same way, the oral word will be for him/her a privileged means of identification with his/her hearing parents, and he/she will probably wish to talk also "like daddy" or "like mummy". To fulfill this wish, a bilingual education is required from the beginning, presenting, in a parallel way, both languages (the Sign language and the oral language) to the child. Within this education, written language acquisition is going to play a crucial role, because of writing provides the child with the chance of discovering the structural differences between both languages. In any case, the knowledge and manipulation of a language that appears to him/her as natural, are essential for his/her access to the oral language within its oral and written varieties. On the other hand, bilingual language acquisition requires a narrow collaboration between deaf and hearing teachers
