Un alfabeto fonético internacional en braille para el nivel superior en Argentina

Detalles Bibliográficos
Publicado en:	Archivos de Ciencias de la Educación. Vol. 14 No. 17 (2020),e080 14. Ensenada : Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación. Departamento de Ciencias de la Educación, 2020 Artículos
Autor Principal:	Mahler, Carolina
Formato:	Artículo
Temas:	Pronunciación del inglés Braille Accesibilidad Multimodalidad English pronunciation Accessibility Multimodality
Acceso en línea:	https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.12325/pr.12325.pdf https://www.archivosdeciencias.fahce.unlp.edu.ar/article/view/11697 10.24215/23468866e080
Resumen:	Para transformar la barrera del Alfabeto Fonético Internacional (AFI) en la modalidad visual, este trabajo propone su adecuación a Braille. Se propone AFI como accesible y específico para el estudiantado con discapacidad visual en fonética del inglés como espacio curricular en carreras de nivel superior y universitario argentino, respondiendo tres cuestiones: que AFI es indispensable para la enseñanza y el aprendizaje de la pronunciación del inglés en su especificidad; que la enseñanza de la pronunciación mediante la modalidad oral sola es insuficiente y desiguala el acceso al conocimiento; y, finalmente, que el alumnado es hispanoparlante. AFI transcripto a Braille promueve el aprendizaje multimodal de la pronunciación del inglés, como también autonomía para el trabajo académico y profesional cotidiano, dentro de un marco legal y ético que remite al modelo social de la discapacidad. In order to transform the barrier of the International Phonetic Alphabet (IPA) in its visual mode, this article proposes an adaptation to Braille. An accessible specific IPA is proposed specifically for visually disabled students of the English phonetics course in Argentinean higher education programs, while addressing three questions: that IPA is essential for teaching and learning English pronunciation specifically; that teaching pronunciation via the oral mode alone is insufficient and hinders equality of access to knowledge; and that these students are native speakers of Spanish. IPA transcribed into Braille promotes multimodal learning of the pronunciation of English as well as autonomy in daily academic and professional practice, within the legal and ethical framework that refers to the social model of disability.
Descripción Física:	p.e080
ISSN:	ISSN 2346-8866

MARC


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100			\|a Mahler, Carolina \|u Universidad Nacional de Córdoba
245	1	0	\|a Un alfabeto fonético internacional en braille para el nivel superior en Argentina
246	3	3	\|a An International Phonetic Alphabet in Braille in Argentinean Higher Education
041		7	\|2 ISO 639-1 \|a es
300			\|a p.e080
520	3		\|a Para transformar la barrera del Alfabeto Fonético Internacional (AFI) en la modalidad visual, este trabajo propone su adecuación a Braille. Se propone AFI como accesible y específico para el estudiantado con discapacidad visual en fonética del inglés como espacio curricular en carreras de nivel superior y universitario argentino, respondiendo tres cuestiones: que AFI es indispensable para la enseñanza y el aprendizaje de la pronunciación del inglés en su especificidad; que la enseñanza de la pronunciación mediante la modalidad oral sola es insuficiente y desiguala el acceso al conocimiento; y, finalmente, que el alumnado es hispanoparlante. AFI transcripto a Braille promueve el aprendizaje multimodal de la pronunciación del inglés, como también autonomía para el trabajo académico y profesional cotidiano, dentro de un marco legal y ético que remite al modelo social de la discapacidad.
653			\|a Pronunciación del inglés
653			\|a Braille
653			\|a Accesibilidad
653			\|a Multimodalidad
520	3		\|a In order to transform the barrier of the International Phonetic Alphabet (IPA) in its visual mode, this article proposes an adaptation to Braille. An accessible specific IPA is proposed specifically for visually disabled students of the English phonetics course in Argentinean higher education programs, while addressing three questions: that IPA is essential for teaching and learning English pronunciation specifically; that teaching pronunciation via the oral mode alone is insufficient and hinders equality of access to knowledge; and that these students are native speakers of Spanish. IPA transcribed into Braille promotes multimodal learning of the pronunciation of English as well as autonomy in daily academic and professional practice, within the legal and ethical framework that refers to the social model of disability.
653			\|a English pronunciation
653			\|a Braille
653			\|a Accessibility
653			\|a Multimodality
856	4	0	\|u https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.12325/pr.12325.pdf
952			\|u https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.12325/pr.12325.pdf \|a MEMORIA ACADEMICA \|b MEMORIA ACADEMICA
856	4	1	\|u https://www.archivosdeciencias.fahce.unlp.edu.ar/article/view/11697
856			\|u 10.24215/23468866e080
773	0		\|7 nnas \|t Archivos de Ciencias de la Educación. \|g Vol. 14 No. 17 (2020),e080 \|v 14 \|l 17 \|q e080 \|d Ensenada : Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación. Departamento de Ciencias de la Educación, 2020 \|x ISSN 2346-8866 \|k Artículos
542	1		\|f Esta obra está bajo una licencia Creative Commons Atribución-NoComercial-CompartirIgual 4.0 Internacional \|u https://creativecommons.org/licenses/by-nc-sa/4.0/

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Un alfabeto fonético internacional en braille para el nivel superior en Argentina

MARC

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