“Why the long nose?”: A sociolinguistic analysis of deaf migrants’ language learning experiences in adult education

Disabled people encounter numerous barriers to accessibility and face discrimination and inequalities in their daily lives. The situation is even more complex for migrants with a disability, who have to learn how to navigate a new bureaucratic system. This study focuses on deaf adult migrants and the linguistic and bureaucratic challenges they face in Swedish society. The data consists of interviews with 43 deaf migrants participating in language learning courses in four folk high schools catering to deaf people in Sweden. Crip Theory and Crip Linguistics are used as lenses to explore the impact of able-bodiedness and linguistic norms on this particular group. The findings show that deaf migrants experience infantilisation, that sign language interpreters are often seen as a one-size-fits-all solution without much consideration for other factors influencing communication, and that normative able-bodiedness underlies many of the bureaucratic issues deaf migrants face.

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“Why the long nose?”: A sociolinguistic analysis of deaf migrants’ language learning experiences in adult education

Cited by 3 publications

References 28 publications

Language learning challenges for adult deaf migrants in Sweden: experiences from a four-year project

Language learning challenges for adult deaf migrants in Sweden: experiences from a four-year project

A comparative analysis of educational, employment, social status, and healthcare access outcomes between deaf and non-deaf migrants

Deaf migrants in Sweden: exploring linguistic and bureaucratic challenges through the lens of Crip Theory and Crip Linguistics

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