Enseñanza del Español Escrito como Segunda Lengua para Estudiantes con Discapacidad Auditiva.

Abstract

The research focused on the teaching and learning process of written Spanish as a second language in students with hearing impairment, with the general objective of proposing a mixed didactic-pedagogical system of activities to facilitate this process. The main theoretical references addressed hearing impairment, written Spanish as a second language and its teaching and learning process in students with hearing impairment, as well as the difficulties inherent in this process. A qualitative approach and an interpretative paradigm were used, with a single case study method that included techniques such as participant observation, bibliographic review, interviews and documentary analysis with their respective instruments. The results indicated that the hearing-impaired student presented difficulties in the use of written Spanish as a second language and these were reflected in the writing of personal data, such as placing pronouns inconsistently and combining upper and lower case letters, so it was considered that the Fitzgerald key could be beneficial to organize the language and improve the student's comprehension and written expression. Based on these results, the proposal was developed, which consisted of a system of activities that favored the progressive introduction to the learning of written Spanish using the Fitzgerald key. The conclusion highlighted the need to strengthen the teaching of written Spanish as a second language, focusing on the development of vocabulary and comprehension of students with hearing impairment, to promote their integration and academic success in an equitable and meaningful way.