The use of comprehensible input in Mexican sign language classes: In contexts of Physical Culture
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https://doi.org/10.54167/rmccf.v4i10.1890Keywords:
Sign Language, language acquisition, teaching, learning, language.Abstract
Introduction: The acquisition of a second language, such as Mexican Sign Language (MSL), requires natural and comprehensible exposure to the language, as proposed by Krashen's (1982) theory of comprehensible input. This perspective highlights the importance of authentic interaction, understanding meaningful messages, and teacher support to promote learning. Objective: To analyze the role of comprehensible input in the MSL acquisition process among graduates of the Faculty of Physical Culture Sciences, considering their experiences and comprehension strategies. Methodology: A qualitative approach was used under the interpretive paradigm, through semi-structured interviews with seven graduates who are current users of MSL. The analysis was performed with open and axial coding using ATLAS.ti software, allowing the identification of emerging categories. Results: Participants highlighted that constant exposure to MSL, combined with meaningful interaction, facilitated comprehension and progress. Initial difficulties were overcome through individual strategies and teacher support. The importance of complementary use of the native language (L1) in the early stages was identified, as well as the influence of gestures and expressiveness on message interpretation. Conclusions: Comprehensible input, articulated through gradual and meaningful exposition, is essential for the acquisition of LSM. It is recommended to design immersive environments with teachers trained in methodologies focused on message comprehension, avoiding the isolated teaching of vocabulary and grammar.
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Copyright (c) 2025 Fernando Israel Ponce-Ramírez, Cesar Delgado Valles, Jessica Rascón Castillo, Michelle Anahí Canales Acosta
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