摘要：The objective of this research was to draw, in the light of Critical Realism (CR) and Critical Discourse Analysis (CDA), some interdisciplinary reflections that could contribute to an emancipatory perspective in the teaching of English language for the deaf. The challenge, it seems to us, is to look for mechanisms and causal powers in an attempt to overcome obstacles in the classroom, at school. Teachers’ fight in defence of quality teaching of the English language to the deaf and of pedagogical activities that contribute to the (self)emancipation of these students revealed that these teachers are active causal agents in the emancipation process. We expect to contribute to English-language teaching and learning to the deaf, bringing a socio-emancipatory outlook on this process.
