Adaptaciones metodológicas para el análisis del discurso de niños con discapacidad intelectual: narrando sin lenguaje

Abstract

Adaptaciones metodológicas para el análisis del discurso de niños con discapacidad intelectual: narrando sin lenguaje Origen del artículoEsta investigación es parte del Proyecto Factores Lingüísticos y Cognitivos que se relacionan con el desarrollo de la complejidad sintáctica oral en los primeros años escolares, y gozó de fondos de Conicyt/Fondecyt (Fondecyt-1130420) para su realización. El proyecto fue realizado por las autoras del presente artículo

Let Me Tell You: Experiences with Silent Books in a Framework of Early Literacy

“…In this sense, the New Literacy Studies arise as a need to frame literacy as a social and educational practice (Lankshear & Knobel, 2011), beyond the psycholinguistic or structuralist analysis that has predominated in the study of linguistic and literary competence so far. The results of this research show that the shared cultural reference, the affective bond with the narrator (Quintanal, 1999), the use of artistic languages (visual, sonorous, kinesthetic) through the picture book and the manipulation of it as a "discursive strategy" (Tabernero-Sala, 2018, 75) can help pre-reader subjects to take centre stage in this literacy exercise, as further research on literacy in the field of inclusion underlined (Bolos, Fuentes-Peláez & Pastor, 2017;Haquin, Cornejo & Arancibia, 2016;Acosta, Moreno & Axpe, 2011;Aram, Most & Mayafit, 2006). Therefore, this study highlights the convenience and the need to explore the relationship between Silent Books and initial literacy, with a methodology based on dialogical readings and infant self-managed narration, in order to begin to provide students from early childhood with powerful tools to coexist in the society of the twenty-first century.…”

“…As Durán notes, the accompaniment of an adult is essential for a child to understand the difference between what is strictly real and what is imaginary: "When children look at images and begin to identify them, they carry out a much more elaborate mental activity, since they are not in front of a real object, but in front of its representation" (Durán, 2002). The idea is to understand narration as an activity of discourse that is self-managed beyond language (Haquin, Cornejo & Arancibia, 2016). This identification of each of those things that the adult points out and must name again and again is a step towards a discovery that must be shared: it must be perceived as a challenge achieved together.…”

Uso de recursos multimodales en tareas de recontado de niños con Trastorno Específico del Lenguaje

“…Siguiendo la distinción ya señalada por Manghi et. al (2016) en esta exploración multimodal de las narraciones, se han observado instancias de uso tanto del gesto deíctico estático como del dinámico.…”

“…Manghi et al (2016) distinguen dentro del gesto deíctico, dos tipos: estático y dinámico. Según las autoras, cada tipo de gesto cumple una determinada función.…”