Reconceptualizing Language Pedagogies for Deaf Education

• In Event: Language Pedagogies in Deaf Education

Abstract

Drawing upon crip linguistics and critical translanguaging theory, authors retheorize language pedagogies used with deaf students and present a Translanguaging Framework for Deaf Education (TFDE). The TFDE serves as a guide for researchers and educators aimed at cultivating meaningful and accessible multimodal, multilingual communicative processes in deaf education contexts. Translanguaging pedagogies such as coming to a shared understanding and building metalinguistic knowledge are captured in a dynamic, visual model with example instructional moves. Ways of critically analyzing the social context are also shared to ensure accessible and equitable language environments for deaf students, and to protect spaces for the use of minoritized languages such as ASL. The TFDE practices are further described and illustrated through classroom scenarios with deaf students.

Authors

• Kimberly Wolbers, University of Tennessee

• Leala Holcomb, University of Tennessee

• Laura Hamman-Ortiz, University of Rhode Island