Lectoescritura en inglés para estudiantes con discapacidad auditiva.

Abstract

Literacy in English presents itself as a valuable pedagogical tool for improving students' language skills, particularly for those with hearing disabilities. The objective of this study was to analyze the development of English Reading literacy in students with hearing disabilities at "El Oasis" Educational Unit. A qualitative approach was used to structure the study design and analyze the research findings. The following instruments were designed and applied as data collection instruments: A) observation sheets of a student with hearing disabilities in the second parallel grade “A” belonging to the elementary basic level, B) two interviews, one with the English teacher and the other with the student's legal representative. The study was conducted at “El Oasis” Educational Unit, a private institution in the city of Chone, and convenience sampling was employed to select the participants. The main results indicate that strategies focused on literacy, such as applications, sign language, and interactive activities, are essential for learning English in students with hearing disabilities. These strategies facilitate adaptation to their educational needs without relying on sound reception. Furthermore, it was concluded that the family plays a key role in the English learning process for students with hearing impairments by providing emotional support that motivates them to continue striving.