Tensions and Proposals in Bilingual Education for Deaf People

Authors

DOI:

https://doi.org/10.4067/S0718-73782026000100171

Keywords:

Language policy, Chilean sign language, Bilingual education, Community participation, Language deprivation

Abstract

In Latin America, inclusive education policies for deaf people have advanced in recognizing sign languages and the linguistic rights of deaf communities. However, tensions persist between regulatory frameworks and the actual conditions of access, participation, and learning within educational settings. In Chile, these tensions are reflected in challenges related to the implementation of bilingual and intercultural education based on Chilean Sign Language (LSCh). In this context, the aim of this study is to explore barriers and inclusive proposals in the educational field from the perspectives of deaf people, teachers, interpreters, and government representatives. A qualitative and participatory research design was developed to gather experiences and perspectives from different actors linked to the education and development of deaf people. Data production included thematic discussion groups, webinars, and discussion forums. Content analysis revealed tensions associated with language deprivation, insufficient specialized training, the limited incorporation of LSCh into the school curriculum, and the restricted participation of the deaf community in decision-making spaces. The study concludes that inclusive policies must move toward approaches that recognize the linguistic, cultural, and political rights of deaf people.

Author Biographies

Fabiola Otárola Cornejo, Pontificia Universidad Católica de Valparaíso

Special Education Teacher with a specialization in Hearing and Language Disorders from the Metropolitan University of Educational Sciences (UMCE), and PhD in Linguistics from the Pontifical Catholic University of Valparaíso (PUCV), Chile. She is a researcher at the Center for Research in Inclusive Education and a faculty member at PUCV’s Institute of Literature and Language Sciences. She has led and participated in research projects on intercultural bilingual education for Deaf people, Chilean Sign Language, early intervention, inclusive education, and language policies. Her research focuses on the linguistic rights of Deaf communities, inclusive education, and the development of culturally and linguistically relevant educational practices.

Paula Ortúzar Prado, Pontificia Universidad Católica de Valparaíso

Special Education Teacher with a specialization in Hearing and Language Disorders from the Metropolitan University of Educational Sciences (UMCE), and holder of a master’s degree in Applied Linguistics from the Pontifical Catholic University of Valparaíso (PUCV), Chile. She is a lecturer and researcher at PUCV’s Institute of Literature and Language Sciences. Her work has focused on Chilean Sign Language, bimodal bilingualism, second-language acquisition, and discursive processes among Deaf people. She currently conducts research on sign language corpora and sign language acquisition, as well as on the linguistic training of users and professionals working with Deaf communities.

Ronice Müller de Quadros, Universidade Federal de Santa Catarina

She holds a bachelor’s degree in Language and Literature, as well as master’s and doctoral degrees in Linguistics. She is a Full Professor at the Federal University of Santa Catarina (UFSC), Brazil, where she teaches and conducts research in sign languages, bilingualism, and language acquisition. She has led several national and international projects on language documentation, language policies, bilingual education for Deaf people, and the development of sign language corpora. She is one of Latin America’s leading scholars in sign language research and has made particularly significant contributions to the design of public policies, teacher-training programs, and educational resources for Deaf communities

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Published

2026-07-25

How to Cite

Otárola Cornejo, F., Ortúzar Prado, P., & Müller de Quadros, R. (2026). Tensions and Proposals in Bilingual Education for Deaf People. Revista Latinoamericana De Educación Inclusiva, 20(1), 171–187. https://doi.org/10.4067/S0718-73782026000100171

Issue

Vol. 20 No. 1 (2026)

Section

Temática Libre

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