Translanguaging Framework for Deaf Education

Autor/inn/en	Wolbers, Kimberly; Holcomb, Leala; Hamman-Ortiz, Laura
Titel	Translanguaging Framework for Deaf Education
Quelle	8 (2023), Artikel 59 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wolbers, Kimberly) ORCID (Hamman-Ortiz, Laura) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Code Switching (Language); Translation; Bilingualism; Deafness; Hearing Impairments; American Sign Language; Metalinguistics; Bilingual Education; Teaching Methods; Grade 2; Communication (Thought Transfer); Social Environment + Suchen Sie Ihr Suchwort? Bilingualismus; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Metalanguage; Metasprache; Bilingual teaching; Bilingualer Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; School year 02; 2. Schuljahr; Schuljahr 02; Communication; thought; Kommunikation; Gedanke; Soziales Umfeld
Abstract	In this conceptual article, the authors introduce the Translanguaging Framework for Deaf Education (TFDE), drawing upon two perspectives on language and learning: crip linguistics and critical translanguaging space. The TFDE is a retheorization of the Language Zone, a pedagogical framework for supporting language learning in deaf education, and is designed to support educators to approach language use and users from an asset-oriented perspective. In line with this stance, the TFDE validates the linguistic resources deaf students bring to the classroom and encourages students' full use of their communicative repertoires for meaning making, while also working to expand their linguistic resources and increase communicative flexibility. Examples of translanguaging pedagogical practices with deaf students, such as coming to a shared understanding, building metalinguistic knowledge, and honing communication for external audiences, are explained and illustrated through classroom scenarios with deaf students. Readers are also provided with tools for critically analyzing the social context to ensure accessible and equitable language environments for deaf students and to protect spaces for the use of minoritized languages such as ASL. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01