THE CONCEPT OF LINGUISTIC REPERTOIRE IN FRONT OF BILINGUAL THEORIES: RETHINKING THE BILINGUALISM IN DEAF STUDENTS
Linguistic repertoires, bilingualism, deaf people, translanguaging, sign language
This research aims to propose a teaching pedagogy for the deaf based on the conception of linguistic repertoires (Gumperz, 1965), which encourages the use of a bank of linguistic forms in the course of a socially significant interaction. Due to the restrictions imposed by the Covid-19, it was not possible to perform data collection, so we chose to conduct a literature review related to the linguistic repertoire, translanguaging and bilingual education for the deaf and transform it into bibliographical research, which allows the identification of the documentary source to answer certain questions. (BARRAZA, 2014). One of the most common questions has to do with the imposition of using only one language within the educational process and the division of languages between first and second. The reflections on bilingual education of the deaf and translingual theories will serve to propose a pedagogy that involves the validation of repertoires in the classroom, use of visual resources as the use of multimodal practices as legitimizers of the linguistic repertoires of the deaf within the educational process. The interlocution between the theories and the methodological proposal of a bilingual education for the deaf leaves open the door to new understandings and research proposals that allow to deepen more in the subject of bilingual education for the deaf.