Peer to Peer Deaf Multiliteracies
Experiential pedagogy, agency and inclusion in working with young adults in India
Bibliographic Data
| ID | 12579331 |
|---|---|
| Authors | Uta Papen (0000-0001-8989-6365, Lancaster University, corresponding author), Julia Gillen (0000-0003-2356-3423, Lancaster University) |
| Year | 2022 |
| Volume | 28 |
| Issue | 12 |
| Pages | 2728-2749 |
| Publication date | 2022-09-16 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Inclusive Education (JOURNAL) |
| Journal identifiers | ISSN: 1360-3116 • E-ISSN: 1464-5173 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13603116.2022.2121433 |
| OpenAlex | W4296210435 |
| Language | EN |
| Citations received | 4 |
| References cited | 28 |
In many countries across the world education for deaf people is limited and sign languages are undervalued. In this paper we discuss insights from an initiative to support deaf education for young adults in India, Ghana, and Uganda. Reporting here on the work in India, our project used a bilingual approach, with Indian Sign Language as the main means of communication while developing students’ English literacy through a multiliteracies pedagogy (Cope, Bill, and Mary Kalantzis, eds. 2000. Multiliteracies: Literacy Learning and the Design of Social Futures. London: Routledge) and the use of authentic texts in lessons. Our approach was designed to invite learners' agency and input. Responding to students’ engagement with the approach, we encountered their demand for formal grammar teaching and we offer an example of how one of the tutors engaged with this. Illustrated with visual data from the lessons, we discuss two insights from the project: the importance of the students’ ‘semiotic repertoire’ (Kusters, Annelies, Massimiliano Spotti, Ruth Swanwick, and Elina Tapio. 2017. “Beyond Languages, Beyond Modalities: Transforming the Study of Semiotic Repertoires.” International Journal of Multilingualism 14 (3): 219–232.) ; and the centrality of an inclusive educational approach that is supportive of students’ agency and aspirations for learning
Agency (philosophy · Experiential learning · Grammar · Inclusion (mineral · Linguistics · Literacy · Multilingualism · Multimodality · Pedagogy · Sign (mathematics · Social science · Sociology · Hearing Impairment and Communication · Literacy, Media, and Education · Multilingual Education and Policy · Psychology
International Handbook of Research on Children's Literacy, Learning, and Culture
The Psychology of Literacy
The Routledge Handbook of Applied Linguistics
“Multiliteracies”
Rereading “A Pedagogy of Multiliteracies”
Literacy in Theory and Practice
Ways with Words
Multiliteracies Pedagogy
Reimagining Multiliteracies
Literacy Education and Disability Studies
Beyond languages, beyond modalities
Translanguaging, learning and teaching in deaf education
The Salamanca Statement and sign language education for deaf learners 25 years on
Intersectional inclusion for deaf learners
Understanding Deaf bilingual education from the inside
Honouring ESL students' lived experiences in school learning with multiliteracies pedagogy
| Unique citing works | 4 |
|---|---|
| Citations per year | 1,33 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |