Abstract

It is very important to observe and describe what happens in a classroom from a multimodal perspective, in order to understand both the role of the teacher in learning in a group of deaf students and the semiotic potential of the resources used to teach. On one hand, this research takes as the main resource not only the use of written, oral or sign language, but also several semiotic resources that contribute to the construction of curricular knowledge. On the other hand, it pursues the description from the multimodal approach of the media and semiotic modes used by a specialist teacher of biology and other of history, geography and social sciences, to mediate knowledge appropriation and construction of new concepts in deaf students who attend 8th grade. From the observation of the unfolding of a teaching unit in each of these subjects and the photographic record of the lessons, a Multimodal Discourse Analysis was focused on the semiotic means used to teach. The construction of meaning highlights from the simultaneous use of sign language in face to face interaction and computer projections of images together with writing on the board, for the meaning making of lassifications, analytical definitions and visual descriptions, deployed by both teachers interacting with a group of deaf students.