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Communicating between the hearing and the deaf. In the search for innovative solutions

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Majkowski G.
International Journal of Pedagogy, Innovation and New Technologies
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2017
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vol. 4(1)
37-41
EN
Democratization of social life in Poland after political transformation of 1989 meant that people with disabilities, including the deaf began to participate in social life actively and demand the ability to use full rights of citizenship. Active presence in the public space requires a constant, uninterrupted communication. In order to improve communication it is necessary to teach the hearing ways to communicate they use to encourage the deaf and the hearing to acquire these skills. First of all, the so-called linguistic-sign system (SJM), which uses visual-spatial channel to communicate, is used for communication. Polish Sign Language (PJM) became an innovation in search for better communication between the hearing and the deaf since the first years of the 21st century. Dissemination of the Polish Sign Language (PJM) and teaching this language to the hearing gives more opportunities to communicate the deaf with the hearing. Skills of using Polish sign language are essential in everyday public life interactions in institutions of public administration and health services or places of culture.
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Przyimki przestrzenne w tekstach pisanych w języku polskim przez osoby niesłyszące - uwagi wstępne

81%
Ruta K., Wrześniewska-Pietrzak M.
Polonica
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2017
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vol. 37
137-148
EN
This paper presents the problem of teaching Polish as a foreign language to hearing impaired people, which is the subject analyzed by researchers of glottodidactics or surdoglottodidactics. The analyses conveyed in this paper refer to the problems of using prepositions that express spatial relations between objects in Polish language. Texts written by hearing impaired people show different problems that lead to mistakes occurring in using prepositions and words combined with them. The encountered problems are mostly caused by unawareness of the meaning of the prepositions, the lack of knowledge of the inflection that is obligatory after every preposition (agreement) and that is combined with the semantic of the whole phrase including preposition, and the ignorance of phrasal constructions. The mistakes occur in the analyzed texts, because students (and also their teachers) are unaware of differences between Polish spoken language and Polish sign language (PJM). The knowledge about different modality of each language and their specific subsystems (especially morphosyntactic) would enable teachers to teach Polish as a foreign language better, in more efficient way. They need to understand that Polish language is the educational language for hearing impaired students, the native language as second language, that in most situations functions as their first language.
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