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Des Enseignants sourds de langue des signes à des élèves sourds : une pédagogie singulière en manque de reconnaissance

Abstract : French Sign Language is today fully recognized as a language in its own right and de facto as a language to be taught. However, seeing it acknowledged it as a teaching language is still difficult. We consider FSL as an iconic linguistic creation that foregrounds the implications/role of deafness. This in turn raises the question of whether there exists a specific pedagogy for FSL. We have chosen to study the teaching methods of deaf teachers in FSL classes – from key stages I and II (age 5-11) – in classrooms where sign language is both the teaching language and the language taught. Such classes are still rare in France and take place within an institutional framework that continues to be problematic. Through the use of empirical strategies and their own personal attitudes, FSL teachers, as we will demonstrate, enable deaf pupils to develop linguistically and cognitively in just the same way as any other pupil. However there are still obstacles and paradoxical features involved in achieving full recognition for these unique classes and their teachers, within a somewhat rigid social and educational system.
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Submitted on : Thursday, January 5, 2017 - 11:09:01 AM
Last modification on : Thursday, May 5, 2022 - 11:42:04 AM
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  • HAL Id : hal-01426978, version 1


Elise Leroy. Des Enseignants sourds de langue des signes à des élèves sourds : une pédagogie singulière en manque de reconnaissance. Éduquer/Former, Institut supérieur de pédagogie, 2012, L'accessibilité à l'école, pp.13-41. ⟨hal-01426978⟩



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