<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-1294</journal-id>
<journal-title><![CDATA[Educación y Educadores]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Educ.]]></abbrev-journal-title>
<issn>0123-1294</issn>
<publisher>
<publisher-name><![CDATA[Universidad de La Sabana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-12942020000400596</article-id>
<article-id pub-id-type="doi">10.5294/edu.2020.23.4.3</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Lectoescritura en inglés para estudiantes sordos]]></article-title>
<article-title xml:lang="en"><![CDATA[English Literacy for Students with Hearing Loss]]></article-title>
<article-title xml:lang="pt"><![CDATA[Lectoescrita em inglês para estudantes surdos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Molina Ramírez]]></surname>
<given-names><![CDATA[Martha Catalina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad El Bosque  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>23</volume>
<numero>4</numero>
<fpage>596</fpage>
<lpage>610</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-12942020000400596&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-12942020000400596&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-12942020000400596&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Para los colegios colombianos es muy importante que sus estudiantes dominen su lengua materna y tengan la capacidad de conocer y estudiar un segundo idioma, como inglés, italiano o francés, entre otros. Desafortunadamente, la población sorda no tiene esta oportunidad, ya que su primera lengua es el lenguaje de señas colombiano y su segunda lengua es el español, sin que existan institutos que les enseñen una tercera lengua. Este artículo de revisión contextualiza al lector con información sobre las experiencias educativas nacionales e internacionales relacionadas con la enseñanza del inglés a estudiantes sordos, como parte de una tesis doctoral, cuyo objetivo principal es identificar las estrategias de enseñanza-aprendizaje aplicadas en el curso de lectoescritura en inglés para estudiantes sordos. La tipología de la investigación fue cualitativa, con un diseño etnometodológico. La población a investigar la compusieron los estudiantes que participaron en los cursos y la docente a cargo, autora de esta tesis. Se analizó a las personas objeto de estudio a través de la narrativa de la docente, los videos de las clases y las guías de los trabajos realizados por los estudiantes. Este análisis dio como resultado que la docente utiliza estrategias motivacionales para la construcción, permanencia y ejercitación del conocimiento, mientras que los estudiantes aplican estrategias de interacción y aprovechamiento del aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract For Colombian schools, it is imperative that students master their mother tongue and have the ability to learn and speak a second language, such as English, Italian, or French. Unfortunately, people with hearing loss do not have this opportunity since their first language is Colombian Sign Language and their second one is Spanish, and there are no institutes that teach them a third language. This review article contextualizes the reader with information on national and international educational experiences in teaching English to students with hearing loss as part of a dissertation that aims to identify the teaching-learning strategies employed in an English literacy course for these students. This research is qualitative with an ethnomethodological design. The population studied comprises the students enrolled in the course and their teacher, who authors this paper. These individuals were analyzed through the teacher&#8217;s narrative, class videos, and assignments completed by the students. This analysis showed that the teacher used motivational strategies to build and apply lasting knowledge while the students implemented interaction and knowledge application strategies.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Para os colégios colombianos, é muito importante que seus estudantes dominem sua língua materna e tenham a capacidade de conhecer e estudar um segundo idioma, como inglês. Infelizmente, a população surda não tem essa oportunidade, já que sua primeira língua é a língua de sinais colombiana e a segunda, o espanhol, sem que existam institutos que lhes ensinem uma terceira língua. Este artigo de revisão contextualiza o leitor com informação sobre as experiências educativas nacionais e internacionais relacionadas com o ensino de inglês a estudantes surdos, como parte de uma tese de doutorado, cujo objetivo principal é identificar as estratégias de ensino-aprendizagem aplicadas no curso de lectoescrita em inglês para estudantes surdos. A tipologia da pesquisa foi qualitativa, com um desenho etnometodológico. A população da pesquisa foi composta por estudantes que participaram dos cursos e a docente responsável por eles, autora da tese. A população do estudo, os vídeos das aulas e as guias dos trabalhos realizados pelos estudantes foram analisados por meio da narrativa da docente. A análise teve como resultado que a docente utiliza estratégias motivacionais para a construção, a permanência e o exercício do conhecimento, enquanto os estudantes aplicam estratégias de interação e aproveitamento da aprendizagem.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje de lenguas]]></kwd>
<kwd lng="es"><![CDATA[bilingüismo]]></kwd>
<kwd lng="es"><![CDATA[educación de sordos]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de idiomas]]></kwd>
<kwd lng="es"><![CDATA[estrategias de enseñanza]]></kwd>
<kwd lng="es"><![CDATA[investigación]]></kwd>
<kwd lng="en"><![CDATA[Language learning]]></kwd>
<kwd lng="en"><![CDATA[language instruction]]></kwd>
<kwd lng="en"><![CDATA[education of the deaf]]></kwd>
<kwd lng="en"><![CDATA[research]]></kwd>
<kwd lng="en"><![CDATA[bilingualism]]></kwd>
<kwd lng="en"><![CDATA[teaching strategies]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem de línguas]]></kwd>
<kwd lng="pt"><![CDATA[ensino de línguas]]></kwd>
<kwd lng="pt"><![CDATA[educação de surdos]]></kwd>
<kwd lng="pt"><![CDATA[investigação]]></kwd>
<kwd lng="pt"><![CDATA[bilinguismo]]></kwd>
<kwd lng="pt"><![CDATA[estratégias de ensino]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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