La scrittura come traduzione; proposta di un metodo per l’apprendimento della lettura e della scrittura in bambini sordi segnanti

Our analysis core is the study of the issues occurring in deaf signing children, using Italian Signing Language (LIS), during reading and writing learning process. Our reflections originate from practices (G.Mialaret, 1986), facts and from experimental actions and their aim is to better understand this educational issue: the relationship among words, signs and writing, between fingerspelling alphabet and writing, between a tridimensional cinematic language and writing bidimensional linearity . The researcher has been guided by a thread starting from a universalistic perspective, or for some points of view an anti-nativist one, where a language is considered as the product of people, the result of conventions and social habits (Von Humboldt 1767-1835). Here we are in the middle of Sapir-Whorf’s linguistically relativity theory, that asserts that cognitive development in every human being is influenced by his spoken language. We can find a systemic and complex relationship between individual’s living, his ontological destiny, and his language, his communication habits. The notions about transformation process is our theoretical point of view, studied by authors such as Jakobson, Vygotskij, Lakoff , Ricoeur. Seinker’s second languages acquisiton theory has offered several hints to rationalize the intersemiotic passage, as a guiding light toward the intramorphic theory, namely toward to a method of translation forms and contents of a code , through the alteration of the simbolic system and the alteration of the susbstance that compose a system, in a dynamic process of interlinguistical different figures. In 2013 a new didactical and educational perspective, named intramorphism has been worked out and towards that outlook this research has been thought out as a verifcation of some theoretical assumptions where some evidences allow to validate (or not) the same theory. The sophistication of this subject has brought to act an integration of qualitative and quantitative approach. The choice of a multiple case study (R.Yin, 2005) has satisfied our need to explain, where possible, an integrated educational action in a social and individual context, and respectful of deaf signing children language and identity specificity, and moreover flexible about theoretical premises and in its approach to daily teaching/learning practices. We choose to put on the multiple case study method to deaf signing children, attending bilingual schools (Italian, sign language) repeating the intervention on every child with conflicting or similar results forecast. The results prove the exactness in our hypothesis and in the method: strengthening writing and reading acquisition with and individual work on depth and on metacognitive consciousness in visual ‘intramorphical’ gears enables meaningful improvements in writing and reading skills in deaf children towards to standards. Furthermore, we have carried out a pilot analysis in Ouagadougou, Burkina Faso- Africa, in “Centre Effatà L. Pavoni”, in a condition of extreme hardship that has been very important to the researcher and where the same methods, tools and procedures ran in Italy has been exploited.