Article published in:Translanguaging – researchers and practitioners in dialogue
Edited by Lina Adinolfi, Holly Link and Oliver St John
[Translation and Translanguaging in Multilingual Contexts 4:3] 2018
► pp. 384–404
Multi-modal visually-oriented translanguaging among Deaf signers
Translanguaging is often regarded with great skepticism in the context of Deaf education, as an approach that has already been tried, with disastrous results. Already in the 1960’s educators understood the critical importance of allowing deaf children to exploit their full linguistic repertoire for learning: not only listening, lip-reading and reading/writing, but also sign language, fingerspelling, gesture, and other strategies that render language visually accessible. The resulting teaching philosophy, Total Communication (TC), quickly became the dominant approach employed in Deaf education. Yet despite its progressive stance on multilingualism and multimodality, TC ultimately failed to provide deaf students with full access to a natural language. This chapter contrasts the ineffective multilingual practices under TC with characteristically “Deaf ways” of multilingual meaning-making observed among skilled Deaf signers. Excerpts from life story interviews illustrate the impact these practices have for scaffolding learning among Deaf students newly arrived in Sweden. We conclude that prioritizing visually-oriented practices and supporting both students and teachers to become skilled signers offer the best assurance for successful translanguaging in Deaf education without engendering the problems that caused TC to fail.
Keywords: hybridity, multilingualism, different sign languages, translanguaging, Total Communication
Published online: 13 November 2018
Allard, Karin, and Åsa Wedin
Allsop, Lorna, Bencie Woll, and John Martin Brauti
Battison, Robin, and I. King Jordan
Berger, Peter, and Thomas Luckmann
Blackledge, Adrian, and Angela Creese
Byun, Kang‐Suk, Connie De Vos, Anastasia Bradford, Ulrike Zeshan, and Stephen C.
Carlsson, Johanna, and Charlotta Olofsgård
2015 ”Nyanlända Elever med Dövhet eller Hörselnedsättning: En Fallstudie om Mottagande och Kommunikativt Bemötande på en Skola inom Specialpedagogiska Skolmyndigheten [Newly Arrived Pupils with Deafness or Hearing Impairment: A Case Study on Receiving and Communicative Treatment at a School within the National Agency for Special Needs Education and Schools].” Masters thesis. Örebro University.
Creese, Angela, and Adrian Blackledge[ p. 402 ]
Emmorey, Karen, Helsa B. Borinstein, and Robin Thompson
García, Ofelia, and Li Wei
2013 “Stärk Språket, Stärk Lärandet: Språk- och Kunskapsutvecklande Arbetssätt för och med Andraspråkselever i Klassrummet”. [Strengthen the Language, Strengthen Learning: Language- and Knowledge-developing Ways of Working with Second Language Students in the Classroom]. 3rd ed. Uppsala: Hallgren and Fallgren.
Gordon, Raymond G., Jr.
Holmström, Ingela, and Krister Schönström
Humphries, Tom, and Francine MacDougall
Johnson, Robert E., and Carol Erting
Jordan, I. King, and Robbin Battison
Kusters, Annelies, Massimiliano Spotti, Ruth Swanwick, and Elina Tapio
Marmor, Gloria Strauss, and Laura Petitto[ p. 403 ]
McKee, Rachel Locker, and Jemina Napier
2010 Perspectives on the Concept and Definition of International Sign. Accessed July 3, 2018. https://www.diva-portal.org/smash/get/diva2:683050/FULLTEXT01.pdf
Mitchell, Ross E., and Michael A. Karchmer
Murray, Joseph J.
Newport, Elissa, and Ted Supalla
Ovesen-Ericsson, Johanna, and Dagmar Pleva
2016 “Språkutvecklande Undervisning för Teckenspråkiga Nyanlända Elever: En Fallstudie Kring Användning av Olika Former av Språkstöd” [Language Developing Teaching for Newly Arrived Sign Language Users: A Case Study on the Use of Different Types of Language Support]. Masters thesis, Örebro University.
Rosén, Jenny, and Åsa Wedin
Skolverket [The Swedish National Agency for Education][ p. 404 ]
2016 “De Har Inget Språk, Eller? Hur Kan Skolverkets Kartläggningsmaterial för Nyanlända Elever Användas inom Specialskolan: En Fallstudie [They Have No Language, Right? How Mapping Materials from the Swedish National Agency for Education Can be Used for Newly Arrived Students within Special School: A Case Study].” Masters thesis, Örebro University.
Slembrouck, Slem and Kirsten Rosiers
Supalla, Ted, and Rebecca Webb
Supalla, Ted, and Patricia Clark
Trybus, Raymond J., and Michael A. Karchmer
[ p. 405 ]Internet sites
Sign Language Interpreter Guidelines, European Union for the Deaf
Accessed April 21, 2018. https://www.eud.eu/news/sign-language-interpreter-guidelines/
Specialpedagogiska skolmyndigheten [The National Agency for Special Needs Education and Schools], SPSM
Accessed, December 31, 2017. https://www.spsm.se/kurser--aktiviteter/nyheter/nyheter/sprakbad-for-nyanlanda-ger-resultat/
Sveriges Dövas Riksförbund [Swedish National Association of the Deaf], SDR
Accessed, April, 22, 2018. http://www.sdr.org/teckensprak/svenskt-teckensprak
Cited by 1 other publications
De Meulder, Maartje, Annelies Kusters, Erin Moriarty & Joseph J. Murray
This list is based on CrossRef data as of 24 april 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.