Abstracts
Résumé
Cette étude de cas autoethnographique présente des considérations éthiques et culturelles et les accommodations à mettre en oeuvre pour soutenir l’apprentissage des personnes S/sourdes et malentendantes en cours de langue orale. S’appuyant sur l’expérience commune des deux chercheuses en tant que professeure et étudiante de Français langue seconde dans une université ontarienne de septembre 2019 à avril 2022, cet article propose des pistes pédagogiques et des conseils pratiques pour mieux accommoder les étudiants S/sourds et malentendants en classe et en ligne.
Mots-clés :
- éducation inclusive,
- français langue seconde,
- accessibilité,
- étudiants S/sourds et malentendants,
- post-secondaire,
- stratégies pédagogiques
Abstract
This autoethnographic case study presents ethical and cultural considerations and accommodations to support the learning of D/deaf and hard-of-hearing people in oral language classes. Drawing on the two researchers’ shared experience as a professor and a student of French as a Second Language at an Ontario university from September 2019 to April 2022, this article offers pedagogical tips and practical advice to better accommodate D/deaf and hard-of-hearing students in the classroom and online.
Keywords:
- inclusive education,
- french as a second language,
- accessibility,
- D/deaf and hard-of-hearing students,
- postsecondary,
- pedagogical strategies
Appendices
Bibliographie
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