In this article we discuss the practice and politics of translanguaging in the context of deaf signers. Applying the translanguaging concept to deaf signers brings a different perspective b...

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Describe, don’t prescribe. The practice and politics of translanguaging in the context of deaf signers

Teaching and learning in universities have shifted towards online education, and there is not enough scientific knowledge about suitable pedagogical design principles to guide the construction of hybrid learning spaces for today?s university students. In this design-based research, we studied the benefits and challenges in reaching the expected learning outcomes of an e-course, ?Collaboration and Professional Interaction Skills.? The practical purpose was developing the pedagogical design of this e-course. The scientific objective was to build on the research about design principles that guide teachers in constructing e-courses, enabling in-depth learning in hybrid learning spaces. The pedagogical design was guided by six design principles. Empirical data (21 students? assignments and reflections, teacher?s observations, data from the digital learning management system) were collected in two research cycles. Students were from different degree programmes of educational sciences. Thematic analysis of students? individually and collaboratively authored assignments was carried out in both research cycles. The most emphasised benefits and challenges concerned the combination of working and creating knowledge together, virtually, in a multidisciplinary group. Based on the results, practical recommendations were made for university-level pedagogical designs that facilitate effective and active collaboration and interaction, and learning of such competence. Practitioner Notes What is already known about this topic: In higher education, more emphasis needs to be placed on learning skills such as multidisciplinary teamwork and collaborative knowledge creation. There is a need for more personalised learning opportunities that offer flexibility in one?s studies and take learners? diverse situations into account. Advanced understanding of suitable pedagogical design principles and knowledge from empirical cases is needed. What this paper adds: What to consider when technology is used to mediate the learning processes. How to tackle the demands of personalised study opportunities and demanding interaction skills by online collaboration. Implications for practice and/or policy: Pedagogical design exemplifying how students build shared knowledge objects iteratively. Students need guidelines and support for multidisciplinary collaboration and interaction online. Learning management systems are not fully tailored for iterative multidisciplinary collaboration; thus, the designer of the course must be aware of the limitations and develop ways of overcoming the discrepancies between the learning management system and learning objectives.

I still miss human contact, but this is more flexible—Paradoxes in virtual learning interaction and multidisciplinary collaboration

This edited collection explores the immense potential of translanguaging in educational settings and highlights teachers and students negotiating language ideologies in their everyday communicative ...

/pdf/new-perspectives-on-translanguaging-and-education-4f8z5qpwds.pdf

New Perspectives on Translanguaging and Education.

This doctoral thesis centres on six children, aged four to nine, who relatively recently immigrated to Sweden. The children’s encounters with literacy are in focus. These children are not only new ...

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Med andra ord : Samspel och villkor för litteracitet bland nyanlända barn

This thesis is about young students’ writing in school mathematics and the ways in which this writing is designed, interpreted and understood. Students’ communication can act as a source from which ...

Knowledge and writing in school mathematics : a communicational approach

Translanguaging and social justice : The case of education for immigrant persons who are deaf or hard of hearing

/pdf/translanguaging-and-social-justice-the-case-of-education-for-1a9u5fqfjf.pdf

Elever som ar dova eller har en horselnedsattning riskerar att fa bristande las- och skrivkunskaper i svenska vilket i sin tur forsvarar larandet i flera andra amnen. Specialpedagogiska skolmyndigh ...

/pdf/framgangsfaktorer-i-las-och-skrivlarande-for-dova-barn-och-45in643lfi.pdf

Framgångsfaktorer i läs- och skrivlärande för döva barn och barn med hörselnedsättning : En systematisk litteraturstudie

Transsprakande foreslas som en lamplig oversattning av translanguaging av forskare i Natverket for Translanguaging. Med begreppets ekologiska och sociolingvistiska rotter och dess holistiska syn pa ...

/pdf/transsprakande-en-holistisk-syn-pa-sprak-sprakanvandning-och-4gwmg96ukg.pdf

Transspråkande : en holistisk syn på språk, språkanvändning och språkdidaktik

Applying a human rights perspective on plurilingualism as a national as well as a transnational concern, with a focus on the interaction taking place in foreign language teaching and learning pract ...

/pdf/varfor-gor-de-pa-detta-viset-kommunikativa-praktiker-i-wh9myov9lw.pdf

VARFÖR GÖR DE PÅ DETTA VISET? : Kommunikativa praktiker i flerspråkig undervisning med svenskt teckenspråk som medierande redskap

Translanguaging is often regarded with great skepticism in the context of Deaf education, as an approach that has already been tried, with disastrous results. Already in the 1960’s educators understood the critical importance of allowing deaf children to exploit their full linguistic repertoire for learning: not only listening, lip-reading and reading/writing, but also sign language, fingerspelling, gesture, and other strategies that render language visually accessible. The resulting teaching philosophy, Total Communication (TC), quickly became the dominant approach employed in Deaf education. Yet despite its progressive stance on multilingualism and multimodality, TC ultimately failed to provide deaf students with full access to a natural language. This chapter contrasts the ineffective multilingual practices under TC with characteristically “Deaf ways” of multilingual meaning-making observed among skilled Deaf signers. Excerpts from life story interviews illustrate the impact these practices have for scaffolding learning among Deaf students newly arrived in Sweden. We conclude that prioritizing visually-oriented practices and supporting both students and teachers to become skilled signers offer the best assurance for successful translanguaging in Deaf education without engendering the problems that caused TC to fail.

Multi-modal visually-oriented translanguaging among Deaf signers

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