THE TEACHING OF ENGLISH FOR THE DEAF TRHOUGH THE PERSPECTIVE OF TRANSLINGUAL PRACTICES: MOTIVATIONS AND INTERESTS

This article is the result of a research work framed within the methodology called Participatory Action Research (FALS BORDA, 1987). It selected a sample corresponding to six students of grade 11, belonging to the deaf population that uses sign language in a public institution in Armenia, Colombia. The research aimed to analyze the linguistic and assimilation processes that facilitated the learning of the basic structures of written English. To collect data, 20 interventions were carried out during one academic semester. These focused on the morphosyntactic grammatical level of English corresponding to the A1 scale in the Common European Framework, through the translingual practices perspective (CANAGARAJAH, 2013; GARCIA; WEI, 2014). The conclusions of this work showed details that not only relate to the cognitive process, but also go beyond, involving needs, uses, associations and adaptations of deaf individuals to new knowledge.