School of Education

Language diversity and plurality in deaf education

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Deaf children’s bimodal bilingualism and education

A new State-of-the-Art article published in Language Teaching

This paper provides an overview of the research into deaf children’s bilingualism and bilingual education through a synthesis of published studies over the last 15 years. The practice of educating deaf children bilingually through the use of sign language alongside written and spoken language initially developed during the 1980s in Scandanavia, the USA and the UK. This approach developed as a response to concerns about deaf children’s attainments within traditional spoken language approaches and research demonstrating sign languages to be naturally evolving rule-governed languages.

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Symposium June 2016: Translanguaging and repertoires across signed and spoken languages

Translanguaging and repertoires across signed and spoken languages: Insights from linguistic ethnographies in (super)diverse contexts

Max Planck Institute for the Study of Ethnic and Religious Diversity DATE: 20-21 June 2016

The aim of this symposium is to foreground contributions based on linguistic ethnographies which were undertaken in educational settings and public/private/parochial settings in which people engage in the practice of translanguaging. With translanguaging we mean the linguistic practices in which people with diverse and multilingual backgrounds engage in order to make themselves understood by others. When doing so, they do not make use of separated languages but use elements/lexicon/grammar of (what might be regarded as) two or more different languages, hence the term ‘translanguaging’.

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PhD success

Jackie Salter successfully completed her PhD in deaf education at the University of Leeds.

Developing Understandings of Deaf Students’ Learning in Mainstream Secondary Classrooms: Teaching Assistants’ Perspectives

This study investigates teaching assistants’ (TA) perspectives of deaf students’ learning experiences within mainstream secondary schools. The majority of deaf students are educated within such settings and they underachieve in all curriculum areas when compared with their hearing peers. The investigation adopts a holistic perspective of learning originally developed in the field of adult education.

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Research Update: Thursday November 14th 2015

Project feedback and research update at Leeds University for invited researchers. Please contact Ruth Swanwick for details. r.a.swanwick@leeds.ac.uk

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The British Academy Project

The British Academy project starts in January 2015. We are currently recruiting an RA and deaf education lecturerContinue reading

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