Case Studies in Deaf Education

Guardino, Caroline; Beal, Jennifer S.; Cannon, Joanna; Voss, Jenna; Bergeron, Jessica P.

doi:10.2307/j.ctv2rr3g0g

Cited by 3 publications

(2 citation statements)

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“…While it may be pedagogically utilized (this term is used deliberately)-codeswitching is not always valued similarly by students, teachers, or institutions (García and Lin 2016). As Guardino et al (2018) explain, codeswitching is a phenomenon of learning, of sociocultural exchanges that can be exploited by deaf educators. It is "an instructional technique [to] utilize ASL where [deaf agents] alternate between English and ASL [to] illustrate the differences between the languages" (Guardino et al 2018, p. 227).…”

Section: Language Transduction: Four Modal Logicsmentioning

confidence: 99%

“…The aim is important here: signacy is valued as a means to an end, not as an end itself. Guardino et al (2018) define chaining as "an instructional strategy [that maps] ASL to English print by fingerspelling a word, pointing to it in written form, and showing the ASL sign for the word" (p. 226). The method was coined by Humphries and MacDougall (2000) as a way to pedagogically link visual language modes, including text, sign, and fingerspelling.…”

Section: Language Transduction: Four Modal Logicsmentioning

confidence: 99%

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Multimodal Transduction and Translanguaging in Deaf Pedagogy

Skyer

2023

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Multimodal transduction is an interaction of teaching and learning. It traverses changes in epistemology and ontology through judgements about axiology. Using multimodal transduction (MT), students and teachers transcend languages and employ nonlanguage and quasi-language modes (e.g., drawing, color, line, math, infographics, and even sculptures). This study uses qualitative empirical data via grounded theory and case study designs to make theoretical claims about MT in a deaf higher-educational context. The data for this multi-year project were sourced through interviews, document analysis, observations, and stimulated recall with six university professors who are deaf. My analysis shows that these deaf faculty-members employ MT to convert inaccessible modes to become accessible for deaf learners. By changing modalities through MT, deaf faculty enhance comprehensibility and equity for deaf learners. This theoretical account of MT contends, extends, and clarifies aspects of translanguaging theory. As I argue, both operations transform power relations in the classroom by addressing ethics through deaf-centric aesthetics. In deaf education, MT is equally important for faculty in teaching and students’ learning. MT is widely and creatively used, owing to its flexibility and adaptivity. MT is useful for all deaf agents, regardless of additional disabilities, language competencies, or language deprivation. The MT process is inexplicit and undertheorized in the literature about deaf pedagogy and in translanguaging research. My study provides empirical support for theoretical claims about underlying mechanisms of translanguaging. One focus is to explore how MT and translanguaging (and similar theories) align or diverge. I argue that MT is a core mechanism that supports changes between all modes of discourse that enable information exchange, including but surpassing languages and translanguaging. In sum, MT is an interaction whereby deaf agents change the forms of knowledge; meanwhile, new realities and new power relations are manifested.

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Section: Language Transduction: Four Modal Logicsmentioning

confidence: 99%

Section: Language Transduction: Four Modal Logicsmentioning

confidence: 99%

Multimodal Transduction and Translanguaging in Deaf Pedagogy

Skyer

2023

Languages

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Inclusive Deaf Education Enabled by Artificial Intelligence: The Path to a Solution

Coy,

Mohammed,

Skerrit

2024

Int J Artif Intell Educ

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Together but Apart

Meek

Greene

Donaldson

2023

Cases on Teacher Preparation in Deaf Education

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In recent years, there has been more support and push for full inclusion in general education classrooms for all students. This push for inclusion is seen in both mainstream and residential schools. This push has left many teachers feeling overwhelmed and under-supported. A crucial component of inclusive education is teachers' attitudes toward including students with disabilities; how educators generally feel about inclusion will greatly influence how successful the students with disabilities are. The effectiveness of inclusion depends on educators' willingness and acceptance to teach all students, and it also depends on eradicating any attitudinal impediments. A single book chapter will not alleviate the lack of specialized training, but perhaps it will contribute to the very thin bookshelves of teachers working with this population. With support and knowledge, the authors hope that teachers may feel more competent and receptive to having a wide variety of students in their classrooms.

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Case Studies in Deaf Education

Cited by 3 publications

References 0 publications

Multimodal Transduction and Translanguaging in Deaf Pedagogy

Multimodal Transduction and Translanguaging in Deaf Pedagogy

Inclusive Deaf Education Enabled by Artificial Intelligence: The Path to a Solution

Together but Apart

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