Swanwick, R orcid.org/0000-0001-5482-6009, Goodchild, S and Adami, E orcid.org/0000-0003-3651-919X (2022) Problematizing translanguaging as an inclusive pedagogical strategy in deaf education. International Journal of Bilingual Education and Bilingualism. ISSN 1367-0050
Abstract
This paper critically analyses the meaning and use of translanguaging as an inclusive pedagogical strategy in the context of a bilingual deaf education classroom where there are asymmetrical sensorial experiences of being deaf and being hearing, and different access to ‘codified’ (either speech or sign-language) resources. The pedagogical opportunities and constraints of translanguaging are examined through an analysis of the meaning-making resources among deaf and hearing interlocutors in face-to-face interaction. Using two short excerpts from an English class with two deaf pupils, a hearing teacher of the deaf and hearing communication support worker the authors analyse ways in which the modes of image, sound and speech, gesture and signing, gaze, body posture are coordinated in the spatial context for meaning-making. A multimodal and layered analysis of two short turn sequences describes ways in which modes are integrated and coordinated in the spatial layout of the classroom in ways that either facilitate or inhibit inclusive communication. Strategies for the analysis and deployment of multimodal resources that may facilitate the inclusive potential of translanguaging in this interactional context are discussed.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. |
Keywords: | Translanguaging; deaf education; multimodal analysis; sensorial asymmetries; deaf-hearing interaction; classroom interaction |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Arts, Humanities and Cultures (Leeds) > School of Languages Cultures & Societies (Leeds) > Translation Studies (Leeds) The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 25 May 2022 14:51 |
Last Modified: | 07 Feb 2023 16:22 |
Status: | Published online |
Publisher: | Taylor & Francis |
Identification Number: | 10.1080/13670050.2022.2078650 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:187244 |
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