We are interested in deaf students' note-taking in a specific university teaching situation where the language of instruction is French Sign Language (LSF). Even when teaching is in LSF -which has no writing -access, appropriation and evaluation of the knowledge implies in part the second language of the students: the written French. If the teacher's discourse is given in LSF, other resources are mobilized in the supports (written French, drawing, schematization, etc.). Note-taking reveals the copresence of these two languages used in the teacher's discourse and reflects the spontaneous translanguaging practices of the students. We propose to describe these practices.

We will open perspectives on the pedagogical devices to support these strategies, in order to reinforce the acculturation to academic literacy of deaf students.