Resumen

SUTTON-SPENCE, Rachel. Por que precisamos de poesia sinalizada em educação bilíngue. Educ. Rev. [online]. 2014, n.numeroesp02, pp.111-128. ISSN 0104-4060.

ABSTRACT A truly bilingual and bicultural education for deaf children requires them to learn about the deaf art-form of sign language poetry. In this article I outline the advantages and challenges of doing this. Reviewing the scarce literature on teaching deaf children signed poetry, whether translated or original, I relate it to use of literature in L2-learning settings. Reflections of deaf teacher-poets from the UK show that deaf children readily relate to signed poetry, and with informed language focus from teachers it helps them develop a range of language skills, and express their emotions. Barriers to this, however, include lack of training and awareness for both deaf and hearing teachers - even when the teachers are poets.

Palabras clave : Sign Language Poetry; Bilingual Education; Deaf Poet-Teachers;; Signed Literature in L1 Learning; Signed Literature in L2 Learning.

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