Abstract

In the context of Deaf students, Intercultural communicative competence (ICC) implies respect for the Deaf culture through the teaching of sign language. This article shows partial results of a broader research which tried to establish components of intercultural communicative competence in teacher performance, and in the linguistic performance of Deaf students and their families in a special school located in the Metropolitan Region, Chile. This was qualitative research using an ethnographic design based on a case study. An in-depth interview was held with teachers who work in a special school. A priori content analysis was used for the treatment of the corpus, considering the communicative competence model of Aguaded (2006). The findings suggest that the informants interviewed present intercultural communicative competence and recognize otherness in Deafhood through cultural relevance in the classroom. The evidence shows an equal presence between the dimensions of intercultural communicative competence: cognitive competence, affective competence, and behavioral competence.