Aprendizaje y lenguaje en una hija oyente de padres sordos

Abstract

This research aims to analyze the development of learning and language in a hearing girl born to deaf parents (CODA, for its acronym in English), within a family context where sign language is the primary means of communication. A qualitative, descriptive case study approach was employed, using techniques such as observation, semi-structured interviews, and standardized tests: the Phonological Knowledge Evaluation Test (PECO) and the Revised Test of Perception of Differences (CARAS-R). Based on Vygotsky’s sociocultural theory, the study interprets the linguistic and social mediation processes that influence the acquisition of spoken and written language, as well as academic performance, highlighting the role of the environment as either a facilitator or a limitation to cognitive development.The results show that, although there are strengths in emotional understanding, autonomy, and the use of two linguistic codes (spoken and sign language), there are also difficulties in structuring formal language, reading comprehension, and the development of abstract thinking. These findings reveal the complexity of the language development process in CODA children, who, being simultaneously exposed to two linguistic cultures, face unique challenges in their educational journey. It is concluded that the family environment of a Deaf person significantly influences the processes of learning and language development, emphasizing the need for educational practices that are sensitive to communicative diversity. Furthermore, the implementation of psychopedagogical support is recommended to strengthen their communicative and academic development.