Ruth Swanwick
Biographic Data
| ID | 2179497 |
|---|---|
| NAME | Ruth Swanwick |
| GIVEN NAMES | Ruth |
| FAMILY NAME | Swanwick |
| SIGNATURE | SWANWICK R |
| AFFILIATIONS | University of Leeds |
| ORCID | 0000-0001-5482-6009 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 98 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
Problematizing translanguaging as an inclusive pedagogical strategy in deaf education
This paper critically analyses the meaning and use of translanguaging as an inclusive pedagogical strategy in the context of a bilingual deaf education classroom where there are asymmetrical sensorial experiences of being deaf and being hearing, and different access to ‘codified’ (either speech or sign-language) resources. The pedagogical opportunities and constraints of translanguaging are examined through an analysis of the meaning-making resou…
Multilingual and multimodal methods to examining the situated communication among deaf children and their caregivers
This paper discusses methodologies for examining the multilingual language experiences of young deaf children that are sensitive to different cultural contexts of childhood, caregiving and language practices. We argue that in the context of early support, the combined use of situated multilingual and multimodal approaches to examine and assess individual language resources can provide rich and reliable information about individual communicative r…
The multilingual context of the early care and support of deaf children in Ghana
Understanding the multilingual language context of deaf children’s lives provides an essential knowledge base from which to develop the early support of children and families. Current models of early support tend to draw on Euro-Western understandings of the multilingual lives of families of deaf children and assume an established infrastructure around language and communication intervention. This paper examines the multilingual contexts of deaf …
Promoting Deaf-Adults’ Participation in Early Care and Education of Deaf Children
Few studies exist on the early care and education (ECE) of children who are deaf in low-to-middle-income countries, and none examine the roles of deaf adults in such provision. A research base is needed to inform contextually sensitive “deaf-infused” models of ECE in such contexts that build on indigenous deaf community experience, knowledge, and local expertise. This paper discusses the development of ECE in Ghana in sub-Saharan Africa focusing …
Educational inclusion of deaf children: Current policy, practices, and future possibilities
This paper examines policies and practices of inclusive education for young deaf children in Ghana. Though existing Government policy promotes the principles and implementation of educational inclusion of all children in Ghana, caregivers often encounter significant challenges ensuring access to early years’ education for their deaf children. We used Bronfenbrenner’s (2005) bioecological systems theory and interviewed 15 educators of deaf childre…
Shaping the early care and education of young deaf children in Ghana
Translanguaging as a Tool for Decolonizing Interactions in a Space for Confronting Inequalities
Taking into account the 2030 Agenda for Sustainable Development, from the UN, this article addresses the construction of artistic contexts where students, teachers, principals, coordinators, sign language interpreters, artists, and researchers work together with the Sustainable Development Goal 10 - Reduce inequality within and among countries, in a Project entitled Digitmed Program. This project gathers deaf and hearing, migrants and Brazilian p…
Signs of understanding and turns-as-actions: A multimodal analysis of deaf–hearing interaction
This article examines the interaction between deaf and hearing interlocutors in order to demonstrate how understanding (and misunderstanding) can be expressed and inspected through the situated use of multimodal resources. In this communicative situation, participants have asymmetrical experiences of being deaf and being hearing, and ‘codified’ (either speech or sign-language) resources are little shared among participants. The multimodal analysi…
Beyond languages, beyond modalities: Transforming the study of semiotic repertoires
This paper presents a critical examination of key concepts in the study of (signed and spoken) language and multimodality. It shows how shifts in conceptual understandings of language use, moving from bilingualism to multilingualism and (trans)languaging, have resulted in the revitalisation of the concept of language repertoires. We discuss key assumptions and analytical developments that have shaped the sociolinguistic study of signed and spoken…
Translanguaging, learning and teaching in deaf education
This paper critiques the role of translanguaging in deaf education by examining how, and under what conditions, translanguaging practices can enhance learning and teaching. The paper explores the premise that translanguaging represents an additive view of bilingualism and multilingualism for deaf learners and offers an innovative departure from, and not a re-packing of, traditional teaching methods in deaf education. In this context, the additive…
Investigating deaf children’s plural and diverse use of sign and spoken languages in a super diverse context
This paper examines the meaning of plurality and diversity with respect to deaf children’s sign and spoken language exposure and repertoire within a super diverse context. Data is drawn from a small-scale project that took place in the North of England in a Local Authority (LA) site for deaf education. The project documented the language landscape of this site and gathered five individual case studies of deaf children to examine their plural and …
Deaf children's bimodal bilingualism and education
This paper provides an overview of the research into deaf children's bilingualism and bilingual education through a synthesis of studies published over the last 15 years. This review brings together the linguistic and pedagogical work on bimodal bilingualism to inform educational practice. The first section of the review provides a synthesis of the research, addressing linguistic, cognitive and social aspects of bimodal bilingualism. This is foll…
Policy and practice in sign bilingual education: Development, challenges and directions
A sign bilingual approach to the education of deaf children was first introduced in the UK in 1990. This paper reviews the growth of sign bilingual education in the UK and documents significant milestones in the development of sign bilingual policy and practice since the 1980s. This overview demonstrates how key issues in sign bilingual education have evolved and how priorities have changed over time and enables comparisons with contexts beyond t…
Parents Sharing Books With Young Deaf Children in Spoken English and in BSL: The Common and Diverse Features of Different Language Settings
Twelve parents of young deaf children were recorded sharing books with their deaf child--six from families using British Sign Language (BSL) and six from families using spoken English. Although all families were engaged in sharing books with their deaf child and concerned to promote literacy development, they approached the task differently and had different expectations in terms of outcome. The sign bilingual families concentrated on using the b…
Beyond languages, beyond modalities: Transforming the study of semiotic repertoires
This paper presents a critical examination of key concepts in the study of (signed and spoken) language and multimodality. It shows how shifts in conceptual understandings of language use, moving from bilingualism to multilingualism and (trans)languaging, have resulted in the revitalisation of the concept of language repertoires. We discuss key assumptions and analytical developments that have shaped the sociolinguistic study of signed and spoken…
Translanguaging, learning and teaching in deaf education
This paper critiques the role of translanguaging in deaf education by examining how, and under what conditions, translanguaging practices can enhance learning and teaching. The paper explores the premise that translanguaging represents an additive view of bilingualism and multilingualism for deaf learners and offers an innovative departure from, and not a re-packing of, traditional teaching methods in deaf education. In this context, the additive…
Signs of understanding and turns-as-actions: A multimodal analysis of deaf–hearing interaction
This article examines the interaction between deaf and hearing interlocutors in order to demonstrate how understanding (and misunderstanding) can be expressed and inspected through the situated use of multimodal resources. In this communicative situation, participants have asymmetrical experiences of being deaf and being hearing, and ‘codified’ (either speech or sign-language) resources are little shared among participants. The multimodal analysi…
Shaping the early care and education of young deaf children in Ghana
Deaf children's bimodal bilingualism and education
This paper provides an overview of the research into deaf children's bilingualism and bilingual education through a synthesis of studies published over the last 15 years. This review brings together the linguistic and pedagogical work on bimodal bilingualism to inform educational practice. The first section of the review provides a synthesis of the research, addressing linguistic, cognitive and social aspects of bimodal bilingualism. This is foll…
Translanguaging as a Tool for Decolonizing Interactions in a Space for Confronting Inequalities
Taking into account the 2030 Agenda for Sustainable Development, from the UN, this article addresses the construction of artistic contexts where students, teachers, principals, coordinators, sign language interpreters, artists, and researchers work together with the Sustainable Development Goal 10 - Reduce inequality within and among countries, in a Project entitled Digitmed Program. This project gathers deaf and hearing, migrants and Brazilian p…
Parents Sharing Books With Young Deaf Children in Spoken English and in BSL: The Common and Diverse Features of Different Language Settings
Twelve parents of young deaf children were recorded sharing books with their deaf child--six from families using British Sign Language (BSL) and six from families using spoken English. Although all families were engaged in sharing books with their deaf child and concerned to promote literacy development, they approached the task differently and had different expectations in terms of outcome. The sign bilingual families concentrated on using the b…
Policy and practice in sign bilingual education: Development, challenges and directions
A sign bilingual approach to the education of deaf children was first introduced in the UK in 1990. This paper reviews the growth of sign bilingual education in the UK and documents significant milestones in the development of sign bilingual policy and practice since the 1980s. This overview demonstrates how key issues in sign bilingual education have evolved and how priorities have changed over time and enables comparisons with contexts beyond t…
Investigating deaf children’s plural and diverse use of sign and spoken languages in a super diverse context
This paper examines the meaning of plurality and diversity with respect to deaf children’s sign and spoken language exposure and repertoire within a super diverse context. Data is drawn from a small-scale project that took place in the North of England in a Local Authority (LA) site for deaf education. The project documented the language landscape of this site and gathered five individual case studies of deaf children to examine their plural and …
Deaf children's bimodal bilingualism and education
This paper provides an overview of the research into deaf children's bilingualism and bilingual education through a synthesis of studies published over the last 15 years. This review brings together the linguistic and pedagogical work on bimodal bilingualism to inform educational practice. The first section of the review provides a synthesis of the research, addressing linguistic, cognitive and social aspects of bimodal bilingualism. This is foll…
Beyond languages, beyond modalities: Transforming the study of semiotic repertoires
This paper presents a critical examination of key concepts in the study of (signed and spoken) language and multimodality. It shows how shifts in conceptual understandings of language use, moving from bilingualism to multilingualism and (trans)languaging, have resulted in the revitalisation of the concept of language repertoires. We discuss key assumptions and analytical developments that have shaped the sociolinguistic study of signed and spoken…
Translanguaging, learning and teaching in deaf education
This paper critiques the role of translanguaging in deaf education by examining how, and under what conditions, translanguaging practices can enhance learning and teaching. The paper explores the premise that translanguaging represents an additive view of bilingualism and multilingualism for deaf learners and offers an innovative departure from, and not a re-packing of, traditional teaching methods in deaf education. In this context, the additive…
Signs of understanding and turns-as-actions: A multimodal analysis of deaf–hearing interaction
This article examines the interaction between deaf and hearing interlocutors in order to demonstrate how understanding (and misunderstanding) can be expressed and inspected through the situated use of multimodal resources. In this communicative situation, participants have asymmetrical experiences of being deaf and being hearing, and ‘codified’ (either speech or sign-language) resources are little shared among participants. The multimodal analysi…
Translanguaging as a Tool for Decolonizing Interactions in a Space for Confronting Inequalities
Taking into account the 2030 Agenda for Sustainable Development, from the UN, this article addresses the construction of artistic contexts where students, teachers, principals, coordinators, sign language interpreters, artists, and researchers work together with the Sustainable Development Goal 10 - Reduce inequality within and among countries, in a Project entitled Digitmed Program. This project gathers deaf and hearing, migrants and Brazilian p…
Shaping the early care and education of young deaf children in Ghana
Promoting Deaf-Adults’ Participation in Early Care and Education of Deaf Children
Few studies exist on the early care and education (ECE) of children who are deaf in low-to-middle-income countries, and none examine the roles of deaf adults in such provision. A research base is needed to inform contextually sensitive “deaf-infused” models of ECE in such contexts that build on indigenous deaf community experience, knowledge, and local expertise. This paper discusses the development of ECE in Ghana in sub-Saharan Africa focusing …
Educational inclusion of deaf children: Current policy, practices, and future possibilities
This paper examines policies and practices of inclusive education for young deaf children in Ghana. Though existing Government policy promotes the principles and implementation of educational inclusion of all children in Ghana, caregivers often encounter significant challenges ensuring access to early years’ education for their deaf children. We used Bronfenbrenner’s (2005) bioecological systems theory and interviewed 15 educators of deaf childre…
Problematizing translanguaging as an inclusive pedagogical strategy in deaf education
This paper critically analyses the meaning and use of translanguaging as an inclusive pedagogical strategy in the context of a bilingual deaf education classroom where there are asymmetrical sensorial experiences of being deaf and being hearing, and different access to ‘codified’ (either speech or sign-language) resources. The pedagogical opportunities and constraints of translanguaging are examined through an analysis of the meaning-making resou…
Multilingual and multimodal methods to examining the situated communication among deaf children and their caregivers
This paper discusses methodologies for examining the multilingual language experiences of young deaf children that are sensitive to different cultural contexts of childhood, caregiving and language practices. We argue that in the context of early support, the combined use of situated multilingual and multimodal approaches to examine and assess individual language resources can provide rich and reliable information about individual communicative r…
The multilingual context of the early care and support of deaf children in Ghana
Understanding the multilingual language context of deaf children’s lives provides an essential knowledge base from which to develop the early support of children and families. Current models of early support tend to draw on Euro-Western understandings of the multilingual lives of families of deaf children and assume an established infrastructure around language and communication intervention. This paper examines the multilingual contexts of deaf …
Hearing Impairment and Communication (13 works) · Psychology (12 works) · Linguistics (11 works) · Sign language (11 works) · Pedagogy (10 works) · Language, Discourse, Communication Strategies (8 works) · Sociology (8 works) · Deaf education (7 works) · Computer Science (6 works) · Developmental psychology (6 works)