Abstract
Considering the multilingual/multicultural contexts and educational policies which prioritize linguistic uniformity, the aim of this paper is to propose written text reading by deaf student, focusing on his/her hybrid language of a discursive perspective. Based on language concepts as essentially dialogic (Bakhtin, 1992), discourse as social practice (Fairclough 1999, 1992), bilinguism as ability to use more than one language (Maher , 2007) and speech genres as “relatively stable types of utterances” (Bakhtin, 1992: 279), a discursive approach to language helps deaf to use their language not to be seen as wrong or bad, but perfectly suitable to that particular context of use, for instance, the dialogue of everyday life, which has as its socio-communicative functions let feelings for the teacher to be expressed.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
