Lengua de Señas Mexicana..pdf
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Este documento describe la Lengua de Señas Mexicana (LSM) como una lengua nacional reconocida oficialmente que utilizan las personas sordas. Explica que la LSM se basa en expresiones faciales y movimientos de manos, brazos y cuerpo, y que su reconocimiento en 2005 ayuda a eliminar barreras de comunicación y discriminación contra las personas sordas. También proporciona estadísticas sobre la población sorda en México y razones para aprender la LSM, como comunicarse incluso en ambientes ruidosos, e
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Sensibilizacion con nuestra comunidad sorda
La comunidad sorda forma una minoría lingüística y cultural que utiliza la lengua de signos para comunicarse. La lengua de signos es independiente de las lenguas orales y tiene su propia estructura y gramática. A pesar de avances, todavía existen barreras de comunicación que dificultan la vida diaria de las personas sordas.
Consonants
This document discusses consonant classification in English. It describes consonants in terms of place and manner of articulation, as well as voicing. It explains the different place categories such as bilabial, alveolar, velar. It also explains the different manners of articulation including plosives, fricatives, nasals, approximants, and affricates. The document further discusses the distinction between fortis and lenis consonants in terms of voicing, aspiration, and effects on surrounding sounds.
Vowels
This document provides information about vowels and their classification. It begins with a warmup activity and definitions of vowels. Vowels are classified based on tongue height (high, mid, low), tongue position (front, back, central), and lip rounding (rounded, unrounded, neutral). The document then discusses describing vowels in terms of these classifications and identifying vowels. It presents vowel charts and covers diphthongs and triphthongs. The document also discusses phonemes versus allophones and provides examples of allophonic variants of consonants and vowels in English. It concludes with a practice activity.
English phonology - 05-Phonetic Transcription
This document provides an overview of English phonology and the International Phonetic Alphabet (IPA). It explains that the IPA was developed because alphabets are insufficient to represent all the sounds in languages. Individual letters can represent multiple sounds and individual sounds can be represented by multiple letters or symbols. The IPA provides a standardized system of phonetic symbols to accurately transcribe the sounds. The document discusses phonemes as the smallest meaningful units of sound, and uses minimal pairs to illustrate how changing one phoneme can change the meaning of a word. It also presents several phonetic transcription examples.
Phonology: Phones, Syllables & Phonotactics
This document discusses phonology, focusing on phones, phonemes, and phonotactic constraints. It defines phones as different realizations of phonemes and explains that speakers of the same language understand each other despite individual pronunciation variations because they recognize sound patterns. Phonotactics refers to constraints on permissible sound sequences and syllable structures. Languages have constraints on consonant clusters and specific positions in syllables. The document provides examples of phonotactic rules and constraints in English.
Classification and description of consonants.ppt
This document provides a classification and description of consonants in English. It begins by defining consonants as sounds produced with an egressive air flow accompanied by obstruction or friction in the articulators. It then lists and describes the 24 consonant sounds in English. Consonants can be classified based on their air stream mechanism, glottal state, position of the soft palate, point of articulation, and manner of articulation. Each English consonant is then individually described based on these phonetic characteristics.
Communicative approach presentation
The communicative approach focuses on using language as a medium for communication rather than just studying its structure. It emphasizes meaningful interaction and real-life language use over rote learning of grammar rules. Classroom activities aim to simulate real-world situations through techniques like role-plays, information gaps, and group projects. While grammar is still taught, the goal is practical communication skills rather than academic knowledge of the language.
GENERAL CLASSIFICATION OF VOWELS
This document discusses the classification of English vowels according to four criteria: tongue position, mouth openness, lip shape, and length. It outlines the categories of front, central, and back vowels based on where the highest point of the tongue is placed in the mouth. Vowels are also classified as close, semi-close, semi-open, and open based on the openness of the mouth. Vowels can be rounded or unrounded depending on lip shape. Finally, vowels are either long or short based on length. The document also provides examples of assimilation rules where the final consonant sound of one word changes when followed by another word based on place or manner of articulation.
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Sensibilizacion con nuestra comunidad sorda
La comunidad sorda forma una minoría lingüística y cultural que utiliza la lengua de signos para comunicarse. La lengua de signos es independiente de las lenguas orales y tiene su propia estructura y gramática. A pesar de avances, todavía existen barreras de comunicación que dificultan la vida diaria de las personas sordas.
Consonants
This document discusses consonant classification in English. It describes consonants in terms of place and manner of articulation, as well as voicing. It explains the different place categories such as bilabial, alveolar, velar. It also explains the different manners of articulation including plosives, fricatives, nasals, approximants, and affricates. The document further discusses the distinction between fortis and lenis consonants in terms of voicing, aspiration, and effects on surrounding sounds.
Vowels
This document provides information about vowels and their classification. It begins with a warmup activity and definitions of vowels. Vowels are classified based on tongue height (high, mid, low), tongue position (front, back, central), and lip rounding (rounded, unrounded, neutral). The document then discusses describing vowels in terms of these classifications and identifying vowels. It presents vowel charts and covers diphthongs and triphthongs. The document also discusses phonemes versus allophones and provides examples of allophonic variants of consonants and vowels in English. It concludes with a practice activity.
English phonology - 05-Phonetic Transcription
This document provides an overview of English phonology and the International Phonetic Alphabet (IPA). It explains that the IPA was developed because alphabets are insufficient to represent all the sounds in languages. Individual letters can represent multiple sounds and individual sounds can be represented by multiple letters or symbols. The IPA provides a standardized system of phonetic symbols to accurately transcribe the sounds. The document discusses phonemes as the smallest meaningful units of sound, and uses minimal pairs to illustrate how changing one phoneme can change the meaning of a word. It also presents several phonetic transcription examples.
Phonology: Phones, Syllables & Phonotactics
This document discusses phonology, focusing on phones, phonemes, and phonotactic constraints. It defines phones as different realizations of phonemes and explains that speakers of the same language understand each other despite individual pronunciation variations because they recognize sound patterns. Phonotactics refers to constraints on permissible sound sequences and syllable structures. Languages have constraints on consonant clusters and specific positions in syllables. The document provides examples of phonotactic rules and constraints in English.
Classification and description of consonants.ppt
This document provides a classification and description of consonants in English. It begins by defining consonants as sounds produced with an egressive air flow accompanied by obstruction or friction in the articulators. It then lists and describes the 24 consonant sounds in English. Consonants can be classified based on their air stream mechanism, glottal state, position of the soft palate, point of articulation, and manner of articulation. Each English consonant is then individually described based on these phonetic characteristics.
Communicative approach presentation
The communicative approach focuses on using language as a medium for communication rather than just studying its structure. It emphasizes meaningful interaction and real-life language use over rote learning of grammar rules. Classroom activities aim to simulate real-world situations through techniques like role-plays, information gaps, and group projects. While grammar is still taught, the goal is practical communication skills rather than academic knowledge of the language.
GENERAL CLASSIFICATION OF VOWELS
This document discusses the classification of English vowels according to four criteria: tongue position, mouth openness, lip shape, and length. It outlines the categories of front, central, and back vowels based on where the highest point of the tongue is placed in the mouth. Vowels are also classified as close, semi-close, semi-open, and open based on the openness of the mouth. Vowels can be rounded or unrounded depending on lip shape. Finally, vowels are either long or short based on length. The document also provides examples of assimilation rules where the final consonant sound of one word changes when followed by another word based on place or manner of articulation.
Assimilation
This document defines assimilation as a common phonological process where one sound becomes more like an adjacent sound. It occurs because the articulators in our speech are not capable of instantaneous movement. Examples of assimilation in English include /s/ becoming /ʃ/ before /j/ or /ʃ/, as in "bless you" and "this yacht." Assimilation also occurs in Kurdish, where sounds like /h æʃt/ become /hæʒdæ/ due to neighboring phonemes. The function of assimilation is to ease articulation as languages develop and sounds influence each other.
Pronunciation: To teach or not to teach
This presentation will provide you with the necessary tools and give you ideas on how to engage students in pronunciation practice. In addition, students will get aware of the importance of pronunciation
SOCIOLINGUISTIC about LANGUAGE AND CULTURE
The document discusses the relationship between language and culture in three main points:
1) Language is closely tied to the culture of its speech community, as a community's culture consists of what members have to know to operate acceptably.
2) While communities can share similar cultures but different languages, the close relationship between language and culture has long been studied. A language reflects the values of its speakers' culture.
3) Approaching foreign language teaching with an understanding of the target culture can help address issues of misunderstanding that may arise from cultural differences in word meanings.
Phones vs phonemes
This document distinguishes between phones and phonemes. Phones are individual speech sounds, while phonemes are the smallest units that distinguish meaning. Phonemes have allophones and are represented with the International Phonetic Alphabet between slashes. Minimal pairs, which differ by one phoneme like "pat" and "bat", are used to determine if a sound is a phoneme in a given language.
English syllables
A presentation on English syllables.This is the first part of the presentation. It is about syllabification and its rules. The second part will be about stress on syllables.
Consonant
This document summarizes how consonants are classified in English phonology. It discusses their place and manner of articulation, as well as voicing.
Consonants are described based on where in the vocal tract the obstruction occurs (place of articulation), the type of closure or narrowing created (manner of articulation), and whether the vocal cords vibrate (voicing). There are eight places of articulation: bilabial, labiodental, dental, alveolar, palato-alveolar, palatal, velar, and glottal. Manner includes plosives/stops, nasals, fricatives, affricates, approximants, and laterals.
Language shift
This document discusses language maintenance and shift. It explains that language shift occurs when a minority language is displaced by the language of the dominant group over time, especially in contexts of migration or military occupation. Factors that can lead to language shift include economic and social pressures associated with the dominant language, as well as demographic factors like urbanization and intermarriage. Language shift happens more slowly when minority languages are highly valued as symbols of ethnic identity. The document also discusses language death, which occurs when no one speaks a language anymore, and language loss or erosion over time. It provides strategies for maintaining minority languages, such as institutional support through education.
Diphthongs in-english-2795701
This document discusses English diphthongs and their pronunciation. It covers the main diphthongs in English like /ei/, /ou/, /ai/, /aʊ/, /əʊ/, /ɪə/, /εə//eə/, /oə/, and /ʊə/. For each diphthong, it provides the pronunciation, spelling patterns, and examples of words containing that diphthong sound. It also briefly mentions triphthongs occurring in English like /aiə/, /eiə/, /auə/, /əuə/, and /oiə/ with examples words containing those sounds.
Vowels
The information in the presentation comes from Ch 4 in Teaching Pronunciation, 2nd Edition. Made by Jacqueline Trademan
Bilingualism
The document discusses various topics related to bilingualism, including:
- Types of bilingualism such as simultaneous, early sequential, and late bilingualism.
- Studies showing young children can quickly learn a new language if they move to a new country, such as Leopold's diary study of his daughter.
- Debate around separate-store and common-store models of how bilinguals process languages in the brain.
- Concepts like code-switching, code-mixing, cognates, and forward/backward translation between languages.
English consonants and classification
This document provides an overview of phonology and phonetic transcription. It begins with background on speech sounds and the International Phonetic Alphabet (IPA) system for transcribing sounds. It then describes the classification of English consonants according to place of articulation (where in the vocal tract the sound is made), manner of articulation (how air flow is affected), and voicing (whether vocal folds vibrate). It provides details on different places of articulation like bilabial, alveolar, velar, and others. It explains manners of articulation such as stops, fricatives, approximants, affricates, and laterals. Finally, it discusses voicing and how sounds are produced
Unit 2pps
The document summarizes the main organs involved in speech production:
- Respiratory organs (lungs, trachea) provide the air source.
- Phonation organs (larynx, vocal folds) generate acoustic energy by modifying the air flow from the lungs.
- Articulatory organs (mouth, tongue, lips etc.) shape the vocal tract and resonate cavities to produce different speech sounds.
Sociolinguistics
This document discusses language choice and code-switching in multilingual communities. It begins by outlining the goals of the chapter, which are to examine choosing language varieties or codes, the concept of diglossia, and code-switching. An example is provided of Kalala, who speaks several languages in his community, including Shi, Swahili, standard Zairean Swahili, kingwana, and Indoubil, choosing codes based on social factors. Diglossia is defined as two languages or dialects used by a single community for different functions. Code-switching occurs when a speaker alternates between languages or varieties in a single conversation, motivated by social factors and participant identity.
Speech organ and manner of articulation
This document discusses speech organs and the three dimensions of articulation. It defines speech organs as the parts of the body involved in sound production, including passive organs like the lips and alveolar ridge, as well as active organs like the tongue. It then explains the three dimensions of articulation - voicing, place of articulation, and manner of articulation. Voicing refers to whether vocal cords vibrate during sound production. Place of articulation is where in the mouth a sound is made. Manner of articulation describes how the air stream is modified, such as stops, fricatives, nasals, etc.
Syllable Types
There are different types of syllables that determine the sound of vowels: closed syllables end in a consonant and have a short vowel sound, open syllables end in a vowel and may have a long vowel sound, silent-e syllables end in a vowel plus e and have a long vowel sound, vowel teams have two adjacent vowels or a vowel paired with a consonant that make one sound, r-controlled syllables have an r that changes the vowel sound, and consonant-le syllables end in a consonant plus le but the e is silent. Understanding syllable types helps with reading, spelling, and sounding out words.
Language varieties
1. Standard English is the variety used in printed materials like newspapers and books, and is the variety typically taught as a second language.
2. All language users speak with an accent and dialect, with accent describing aspects of pronunciation and dialect describing grammar, vocabulary, and pronunciation variations.
3. Isoglosses represent boundaries between linguistic features in dialects, and clusters of isoglosses define dialect boundaries across regions.
Vowels
This presentation will help the learners to learn in detail about the vowel sounds of English language
Importancia de la fonetica y la fonologia en ingles
Este documento describe la importancia de la fonética y la fonología en el aprendizaje del idioma inglés. Explica que la fonética estudia los sonidos del habla, mientras que la fonología estudia los fonemas de las palabras. Concluye que la fonética y la fonología son partes fundamentales pero a menudo olvidadas en la enseñanza del inglés, y que la pronunciación debe basarse en estas ramas lingüísticas.
Sociolinguistics - Language and identity
This document discusses language and identity through examining indexicality and markedness. It provides context on Amhara Muslims in Ethiopia who face an identity crisis due to the strong association of their Amharic language with Christianity. It also examines the Speak Mandarin Campaign in Singapore, noting how Mandarin has risen to an unmarked position among Chinese Singaporeans, implying other Chinese varieties are somehow "less Chinese". The document discusses how identity involves both discovering and inventing similarities between social groups, and how markedness establishes a power hierarchy among social categories.
Syllabic structure of English words.pptx
The document discusses the syllabic structure of English words. It begins by outlining general characteristics of syllables, including that a syllable typically contains a nucleus (usually a vowel) surrounded by optional consonants. It then discusses theories on syllable formation, including based on sonority, muscular tension, and loudness. The document outlines the structure of English and Russian syllables, including common patterns such as open, closed, covered open and covered closed syllables. It concludes by discussing rules for syllable division in English words.
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2 diccionario de señas
Este diccionario presenta la Lengua de Señas Mexicana (LSM) en más de 200 páginas con fotografías que muestran las señas de palabras clave. Su objetivo es facilitar la comunicación entre personas sordas y oyentes al proporcionar una herramienta para aprender la LSM.
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Assimilation
This document defines assimilation as a common phonological process where one sound becomes more like an adjacent sound. It occurs because the articulators in our speech are not capable of instantaneous movement. Examples of assimilation in English include /s/ becoming /ʃ/ before /j/ or /ʃ/, as in "bless you" and "this yacht." Assimilation also occurs in Kurdish, where sounds like /h æʃt/ become /hæʒdæ/ due to neighboring phonemes. The function of assimilation is to ease articulation as languages develop and sounds influence each other.
Pronunciation: To teach or not to teach
This presentation will provide you with the necessary tools and give you ideas on how to engage students in pronunciation practice. In addition, students will get aware of the importance of pronunciation
SOCIOLINGUISTIC about LANGUAGE AND CULTURE
The document discusses the relationship between language and culture in three main points:
1) Language is closely tied to the culture of its speech community, as a community's culture consists of what members have to know to operate acceptably.
2) While communities can share similar cultures but different languages, the close relationship between language and culture has long been studied. A language reflects the values of its speakers' culture.
3) Approaching foreign language teaching with an understanding of the target culture can help address issues of misunderstanding that may arise from cultural differences in word meanings.
Phones vs phonemes
This document distinguishes between phones and phonemes. Phones are individual speech sounds, while phonemes are the smallest units that distinguish meaning. Phonemes have allophones and are represented with the International Phonetic Alphabet between slashes. Minimal pairs, which differ by one phoneme like "pat" and "bat", are used to determine if a sound is a phoneme in a given language.
English syllables
A presentation on English syllables.This is the first part of the presentation. It is about syllabification and its rules. The second part will be about stress on syllables.
Consonant
This document summarizes how consonants are classified in English phonology. It discusses their place and manner of articulation, as well as voicing.
Consonants are described based on where in the vocal tract the obstruction occurs (place of articulation), the type of closure or narrowing created (manner of articulation), and whether the vocal cords vibrate (voicing). There are eight places of articulation: bilabial, labiodental, dental, alveolar, palato-alveolar, palatal, velar, and glottal. Manner includes plosives/stops, nasals, fricatives, affricates, approximants, and laterals.
Language shift
This document discusses language maintenance and shift. It explains that language shift occurs when a minority language is displaced by the language of the dominant group over time, especially in contexts of migration or military occupation. Factors that can lead to language shift include economic and social pressures associated with the dominant language, as well as demographic factors like urbanization and intermarriage. Language shift happens more slowly when minority languages are highly valued as symbols of ethnic identity. The document also discusses language death, which occurs when no one speaks a language anymore, and language loss or erosion over time. It provides strategies for maintaining minority languages, such as institutional support through education.
Diphthongs in-english-2795701
This document discusses English diphthongs and their pronunciation. It covers the main diphthongs in English like /ei/, /ou/, /ai/, /aʊ/, /əʊ/, /ɪə/, /εə//eə/, /oə/, and /ʊə/. For each diphthong, it provides the pronunciation, spelling patterns, and examples of words containing that diphthong sound. It also briefly mentions triphthongs occurring in English like /aiə/, /eiə/, /auə/, /əuə/, and /oiə/ with examples words containing those sounds.
Vowels
The information in the presentation comes from Ch 4 in Teaching Pronunciation, 2nd Edition. Made by Jacqueline Trademan
Bilingualism
The document discusses various topics related to bilingualism, including:
- Types of bilingualism such as simultaneous, early sequential, and late bilingualism.
- Studies showing young children can quickly learn a new language if they move to a new country, such as Leopold's diary study of his daughter.
- Debate around separate-store and common-store models of how bilinguals process languages in the brain.
- Concepts like code-switching, code-mixing, cognates, and forward/backward translation between languages.
English consonants and classification
This document provides an overview of phonology and phonetic transcription. It begins with background on speech sounds and the International Phonetic Alphabet (IPA) system for transcribing sounds. It then describes the classification of English consonants according to place of articulation (where in the vocal tract the sound is made), manner of articulation (how air flow is affected), and voicing (whether vocal folds vibrate). It provides details on different places of articulation like bilabial, alveolar, velar, and others. It explains manners of articulation such as stops, fricatives, approximants, affricates, and laterals. Finally, it discusses voicing and how sounds are produced
Unit 2pps
The document summarizes the main organs involved in speech production:
- Respiratory organs (lungs, trachea) provide the air source.
- Phonation organs (larynx, vocal folds) generate acoustic energy by modifying the air flow from the lungs.
- Articulatory organs (mouth, tongue, lips etc.) shape the vocal tract and resonate cavities to produce different speech sounds.
Sociolinguistics
This document discusses language choice and code-switching in multilingual communities. It begins by outlining the goals of the chapter, which are to examine choosing language varieties or codes, the concept of diglossia, and code-switching. An example is provided of Kalala, who speaks several languages in his community, including Shi, Swahili, standard Zairean Swahili, kingwana, and Indoubil, choosing codes based on social factors. Diglossia is defined as two languages or dialects used by a single community for different functions. Code-switching occurs when a speaker alternates between languages or varieties in a single conversation, motivated by social factors and participant identity.
Speech organ and manner of articulation
This document discusses speech organs and the three dimensions of articulation. It defines speech organs as the parts of the body involved in sound production, including passive organs like the lips and alveolar ridge, as well as active organs like the tongue. It then explains the three dimensions of articulation - voicing, place of articulation, and manner of articulation. Voicing refers to whether vocal cords vibrate during sound production. Place of articulation is where in the mouth a sound is made. Manner of articulation describes how the air stream is modified, such as stops, fricatives, nasals, etc.
Syllable Types
There are different types of syllables that determine the sound of vowels: closed syllables end in a consonant and have a short vowel sound, open syllables end in a vowel and may have a long vowel sound, silent-e syllables end in a vowel plus e and have a long vowel sound, vowel teams have two adjacent vowels or a vowel paired with a consonant that make one sound, r-controlled syllables have an r that changes the vowel sound, and consonant-le syllables end in a consonant plus le but the e is silent. Understanding syllable types helps with reading, spelling, and sounding out words.
Language varieties
1. Standard English is the variety used in printed materials like newspapers and books, and is the variety typically taught as a second language.
2. All language users speak with an accent and dialect, with accent describing aspects of pronunciation and dialect describing grammar, vocabulary, and pronunciation variations.
3. Isoglosses represent boundaries between linguistic features in dialects, and clusters of isoglosses define dialect boundaries across regions.
Vowels
This presentation will help the learners to learn in detail about the vowel sounds of English language
Importancia de la fonetica y la fonologia en ingles
Este documento describe la importancia de la fonética y la fonología en el aprendizaje del idioma inglés. Explica que la fonética estudia los sonidos del habla, mientras que la fonología estudia los fonemas de las palabras. Concluye que la fonética y la fonología son partes fundamentales pero a menudo olvidadas en la enseñanza del inglés, y que la pronunciación debe basarse en estas ramas lingüísticas.
Sociolinguistics - Language and identity
This document discusses language and identity through examining indexicality and markedness. It provides context on Amhara Muslims in Ethiopia who face an identity crisis due to the strong association of their Amharic language with Christianity. It also examines the Speak Mandarin Campaign in Singapore, noting how Mandarin has risen to an unmarked position among Chinese Singaporeans, implying other Chinese varieties are somehow "less Chinese". The document discusses how identity involves both discovering and inventing similarities between social groups, and how markedness establishes a power hierarchy among social categories.
Syllabic structure of English words.pptx
The document discusses the syllabic structure of English words. It begins by outlining general characteristics of syllables, including that a syllable typically contains a nucleus (usually a vowel) surrounded by optional consonants. It then discusses theories on syllable formation, including based on sonority, muscular tension, and loudness. The document outlines the structure of English and Russian syllables, including common patterns such as open, closed, covered open and covered closed syllables. It concludes by discussing rules for syllable division in English words.
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Importancia de la fonetica y la fonologia en ingles
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Este documento presenta un diccionario básico de la lengua de señas mexicana con más de 1,100 palabras organizadas en 15 temas e ilustradas con fotografías. El diccionario tiene como objetivo facilitar la comunicación entre personas sordas y oyentes mediante la enseñanza de las señas básicas de la lengua de señas. Se explica que para aprender completamente la lengua de señas es necesario tomar un curso sistemático, pero que este diccionario puede usarse como una herramienta inicial para introducirse en la com
Diccio senas manosvoz_accss
Este documento presenta el Diccionario de Lengua de Señas Mexicana titulado "Manos con voz". El diccionario fue creado por María Esther Serafín de Fleischmann y Raúl González Pérez para facilitar la comunicación entre personas sordas y oyentes mediante la enseñanza de la lengua de señas mexicana a través de cientos de fotografías explicativas. El diccionario busca promover una cultura inclusiva y reafirmar la diversidad cultural de México.
Diccionario Mexicano de Lengua de Señas....pdf
Este documento presenta un diccionario básico de la lengua de señas mexicana con más de 1,100 palabras organizadas en 15 temas. Cada palabra incluye fotografías que muestran cómo realizar la seña de manera correcta y una descripción escrita. El diccionario ayuda a las personas oyentes a comunicarse con las personas sordas y fomenta una cultura inclusiva.
Proyecto marco teorico y metodologico
Este documento presenta un proyecto de investigación sobre cómo fortalecer la lengua materna en alumnos de tercer grado. Incluye el marco teórico y metodológico del proyecto, y discute la importancia de preservar las lenguas indígenas frente a la tendencia actual de su desaparición. El autor argumenta que los maestros deben valorar y enseñar las lenguas maternas para mantener las culturas e identidades de los pueblos indígenas.
Proyecto marco teorico y metodologico
Este documento presenta un proyecto de investigación sobre cómo fortalecer la lengua materna (náhuatl) en estudiantes de tercer grado. Explica que muchos niños indígenas ya no hablan su lengua ancestral debido a que sus padres ya no la fomentan. También describe la comunidad donde se llevará a cabo el proyecto y las bases teóricas sobre el desarrollo del lenguaje y el pensamiento. El objetivo es que los niños aprendan aspectos de su cultura a través de canciones, juegos
Proyecto marco teorico y metodologico
Este documento presenta un proyecto de investigación sobre cómo fortalecer la lengua materna (náhuatl) en estudiantes de tercer grado. Explica que muchos niños indígenas ya no hablan su lengua ancestral debido a que sus padres ya no la fomentan. También describe la comunidad donde se llevará a cabo el proyecto y las bases teóricas sobre el desarrollo del lenguaje y el pensamiento. El objetivo es que los niños aprendan aspectos de su cultura a través de canciones, juegos
Proyecto marco teorico y metodologico
Este documento describe un proyecto de investigación para fortalecer la lengua materna (náhuatl) en estudiantes de tercer grado. Explica que muchos niños indígenas ya no hablan su lengua ancestral debido a que sus padres ya no la fomentan. El autor observó que los abuelos de los estudiantes aún hablan náhuatl pero los padres ya no, por lo que los niños solo la escuchan pero no la hablan. El objetivo del proyecto es reforzar la lengua náhuatl entre los estudiantes a través
Presentación asesoria virtual_15_abril
OPCIONES LINGÜÍSTICAS Y COMUNICATIVAS EN LA POBLACIÓN SORDA INFANTIL
LENGUA DE SEÑAS / CASTELLANO ORAL
2 discapacidad auditiva
Este documento presenta información sobre la discapacidad auditiva y la atención educativa de estudiantes sordos o con pérdida auditiva. Explica que la discapacidad auditiva se refiere a limitaciones en la comunicación oral debido a una deficiencia auditiva. Describe los tipos de sordera y sus causas, las cuales pueden ser genéticas, de factores durante el embarazo, o después del nacimiento. También destaca la importancia de desarrollar un sistema de comunicación como la Lengua de Señas Mexicana para apoy
Discapacidad auditiva
Lectura que nos muestra un panorama para la inclusion de los alumnos con discapacidades auditivas en el aula.
2 discapacidad auditiva
Este documento presenta información sobre la atención educativa de alumnos y alumnas con discapacidad auditiva. Explica que la discapacidad auditiva se refiere a limitaciones en la comunicación oral debido a problemas en el sentido auditivo. Describe los diferentes tipos de pérdida auditiva y sus causas, las cuales pueden deberse a factores genéticos, complicaciones durante el embarazo o después del nacimiento. También analiza el impacto de la pérdida auditiva en el desarrollo del lenguaje y la comunicación. Final
Lsm
El documento describe la Lengua de Señas Mexicana (LSM) como la lengua utilizada por las personas sordas en México. La LSM les permite comunicarse entre sí y desarrollarse plenamente, aunque no siempre facilita la comunicación con personas oyentes. El documento también explica que la LSM tiene su propia estructura lingüística y es fundamental para el desarrollo cognitivo de quienes la usan.
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- 2. Introducción La comunicación es fundamental para el desarrollo social del ser humano. Cuando el habla se ve impedida, la posibilidad de alcanzar la realización social se reduce. La dificultad de las personas sordas para comunicarse disminuye su capacidad de interacción social; en consecuencia, su desarrollo educativo, profesional y humano quedan restringidos, lo que limita las oportunidades de inclusión que todo ser humano merece, y esto representa un acto discriminatorio. Ante la imposibilidad de que las personas sordas usen la palabra hablada y como acto de solidaridad con este sector de la población, la sociedad debe comprometerse en la difusión de la lengua de señas entre las personas oyentes
- 3. La Lengua de Señas Mexicana (LSM), es reconocida oficialmente como una lengua nacional y forma parte del patrimonio lingüístico con que cuenta la nación mexicana. Es la lengua que utilizan las personas sordas y se basa en las expresiones faciales y en diversos movimientos de las manos, brazos y cuerpo. ¿QUÉES?
- 4. La Lengua de Señas Mexicana (LSM) se conmemora desde el 10 de junio de 2005. Esta lengua nacional ya es reconocida oficialmente. Existen 2.3 millones de personas con discapacidad auditiva, de las cuales 34.4% tienen edad entre los 30 y 59 años, y 47.4% son mayores de 60 años. Conmemoración de la lengua
- 5. Se eliminan barreras de comunicación y discriminación. Satisfacción de aprender una nueva lengua. 1 2 4 3 5 Razones para aprender lengua de señas Ejercita el cerebro. Comunicación aunque haya ruido o silencio. Inlclusión a la comunidad sorda.
- 6. ARTÍCULOSRELACIONADOSCONLAAMEFI Asociación Mexicana de Fisioterapia El fisioterapeuta debe conducirse en cuanto a sus valores éticos y morales para conducirse con lealtad en cuanto a su persona y trabajo profesional. El fisioterapeuta debe mantenerse actualizado en avances científicos y tecnológicos.
- 7. Derecho a la vida. Igual reconocimiento como persona ante la ley. 10 12 24 17 30 Artículos relacionados con la CDPD Protección de su integridad personal. Derecho a la educación. Inclusión cultural y deportiva. Derechos de Personas con Discapacidad
- 8. Abecedario en Lengua de Señas
- 10. Conclusión “Las lenguas de señas, como cualquier otro lenguaje, permiten la libertad de expresión y el intercambio de ideas. Fomentan el aprendizaje, la enseñanza, el trabajo y la participación en la vida pública y privada. El uso de la lengua de señas es también un derecho cultural de las personas sordas y constituye un factor esencial para preservar y promover su sentido de identidad y de comunidad.” Michelle Bachelet Alta Comisionada de las Naciones Unidas para los Derechos Humanos 2019
- 11. Muchas gracias ¡Unidos por un futuro mejor!