Writing Assessment of Deaf Bilingual Students

Abstract

Legal perspective regarding people with disabilities conceives the education of deaf people in the Intercultural Bilingual Educational Model (EIB), where the Chilean Language of Signs (LSCh) is the natural language and the first language (L1) and the Spanish is the language of contact with the community and second language (L2). This perspective is expressed in this study in conceptions that give sense and systematize the pedagogic practice. It proposes a rubric to evaluate 57 written productions developed by 43 deaf students in 1st to 4th grades of primary school, with the aim being to monitor the instruction of Spanish as L2. Seven criteria are evaluated in four levels of performance. The conclusions show that the texts produced by deaf bilingual students present similar characteristics to those produced by second languages learners.