Critical Literacy, Whole Language, and the Teaching of Writing to Deaf Students
Who Should Dictate to Whom
Bibliographic Data
| ID | 10816959 |
|---|---|
| Authors | John Albertini, John A Albertini (Royal National Institute for Deaf People, corresponding author) |
| Year | 1993 |
| Volume | 27 |
| Issue | 1 |
| Pages | 59 |
| Publication date | 1993-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/3586951 |
| OpenAlex | W2093132486 |
| Language | EN |
| Citations received | 7 |
| References cited | 9 |
In response to reports of widespread adult illiteracy in the U. S., two positions on educational reform have emerged: a back to the basics movement that stresses enduring truths, and a social constructivist position that highlights the social context of language teaching and use. Each holds different and competing assumptions about language learning and the teaching of writing. in order to uncover the assumptions operating in classrooms for deaf students, two sets of recollections concerning writing activities were analyzed: the autobiographical essays of 87 U.S. deaf college students and the journal entries of 55 college-aged German deaf students. Students from both countries generally recalled writing for two purposes: to report and to practice grammar and mechanics. It is argued here (a) that these activities represent a narrow conception of literacy and inaccurate assumptions about language learning and (b) that the back to the basics movement perpetuates such assumptions, whereas a social constructivist approach does not. Finally, educational, social, and political implications of using whole language approaches, among others, in the teaching of writing to deaf students are considered
Linguistics · Literacy · Mathematics education · Pedagogy · Discourse Analysis in Language Studies · Hearing Impairment and Communication · Multilingual Education and Policy · Philosophy · Psychology
Language-in-Education Policy and Planning
Construction of Meaning in the Authentic Science Writing of Deaf Students
Pinglish vs. Finglish
Attending to Disability in Tesol
Reading Pennycook Critically 10 Years Later
Culture Shock and Language Stress of Adult Latina Immigrants
Bridging Language Education and “New Literacy Studies”
Cultural literacy
The social construction of literacy
The social construction of reality
The Effect of Teacher Strategies on Students’ Interactive Writing
Out of the Woods
The Language-Learning Situation of Deaf Students
Whole Language in Tesol
The Silenced Dialogue
Some functions and uses of literacy in the deaf community
| Citations per year | 0.22 |
|---|---|
| Citation span | 1994 - 2026 (33) |
| Highly cited | No |