Translanguaging Framework for Deaf Education

In this conceptual article, the authors introduce the Translanguaging Framework for Deaf Education (TFDE), drawing upon two perspectives on language and learning: crip linguistics and critical translanguaging space. The TFDE is a retheorization of the Language Zone, a pedagogical framework for suppo...

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Bibliographic Details
Published in:Grantee Submission 2023-03, Vol.8 (1), p.59
Main Authors: Wolbers, Kimberly, Holcomb, Leala, Hamman-Ortiz, Laura
Format: Article
Language:English
Subjects:
American Sign Language
bilingual
Bilingual Education
Bilingualism
Classroom communication
Classrooms
Code Switching (Language)
Communication
Communication (Thought Transfer)
Deaf
deaf education
Deafness
Education
Grade 2
Hearing Impairments
Language
language pedagogy
Language usage
Linguistics
Metalinguistic awareness
metalinguistic knowledge
Metalinguistics
Methods
Minority languages
multilingual
Multilingualism
Pedagogy
Social Environment
Students
Teaching Methods
Translanguaging
Translation
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Summary:In this conceptual article, the authors introduce the Translanguaging Framework for Deaf Education (TFDE), drawing upon two perspectives on language and learning: crip linguistics and critical translanguaging space. The TFDE is a retheorization of the Language Zone, a pedagogical framework for supporting language learning in deaf education, and is designed to support educators to approach language use and users from an asset-oriented perspective. In line with this stance, the TFDE validates the linguistic resources deaf students bring to the classroom and encourages students' full use of their communicative repertoires for meaning making, while also working to expand their linguistic resources and increase communicative flexibility. Examples of translanguaging pedagogical practices with deaf students, such as coming to a shared understanding, building metalinguistic knowledge, and honing communication for external audiences, are explained and illustrated through classroom scenarios with deaf students. Readers are also provided with tools for critically analyzing the social context to ensure accessible and equitable language environments for deaf students and to protect spaces for the use of minoritized languages such as ASL.
ISSN:2226-471X
2226-471X
DOI:10.3390/languages8010059