A Transition to Multimodal Multilingual Practice
From SimCom to Translanguaging
Bibliographic Data
| ID | 5900629 |
|---|---|
| Authors | Julia Silvestri (Columbia University, corresponding author), Jodi L Falk (0000-0001-7353-3148, St. Francis Hospital) |
| Year | 2023 |
| Volume | 8 |
| Issue | 3 |
| Pages | 190 |
| Publication date | 2023-08-11 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Languages (JOURNAL) |
| Journal identifiers | ISSN: 2226-471X • E-ISSN: 2226-471X |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/languages8030190 |
| OpenAlex | W4385759067 |
| Language | EN |
| References cited | 23 |
Historically, the field of deaf education has revolved around language planning discourse, but little research has been conducted on Deaf and Hard of Hearing (DHH) students with additional disabilities as dynamic multilingual and multimodal language users. The current study focuses on the language planning process at a school serving DHH and Deaf-Blind students with varied additional disabilities. A previous Total Communication philosophy at the school was implemented in practice as Simultaneous Communication (SimCom) and later revised as a multimodal-multilingual approach with the goal of separating American Sign Language (ASL) and English and using multimodal communication such as tactile ASL and Augmentative and Alternative Communication (AAC). To implement this philosophy without reverting back to SimCom, the school employed a language planning process using action research to reflect on cycles of improvement. A grounded theory approach was used to identify and analyze themes over a three-year period of language planning and professional development in multimodal communication. Triangulated data includes language planning artifacts and an online survey of staff perceptions-analyzed by coding concepts and categories, relating concepts to define translanguaging mechanisms and attitudes, and developing an overarching theory on how a school values translanguaging after 3 years of valuing complete access to language. In the context of a multilingual, multimodal language planning cycle, developing a shared language ideology guided by how Deaf, DeafBlind, and Deaf-Disabled (DDBDD) people use language emerged as an overarching theme that promoted dynamic languaging and understanding of strategies for effective communication
Augmentative and alternative communication · Context (archaeology · Linguistics · Multimodality · Pedagogy · Sign language · Sociology · Translanguaging · Computer Science · Hearing Impairment and Communication · Language, Discourse, Communication Strategies · Multilingual Education and Policy · Psychology
The Oxford Handbook of Deaf Studies in Language
Reframing the Debate on Language Separation
Investigating deaf children’s plural and diverse use of sign and spoken languages in a super diverse context
Language Planning for the 21st Century
Job Satisfaction of Teachers of Students who are Deaf or Hard of Hearing
Confronting ideologies
Translanguaging, learning and teaching in deaf education
Intersectional inclusion for deaf learners
Translanguaging Supports Reading with Deaf Adult Bilinguals
Deaf time in the twenty-first century
Exploring ideological becoming in professional development for teachers of multilingual learners
Describe, don't prescribe. The practice and politics of translanguaging in the context of deaf signers
Translanguaging and Literacies
Translanguaging as a Practical Theory of Language
Grounded theory research
| Citation velocity | historical |
|---|---|
| Highly cited | No |