School of Education

Language diversity and plurality in deaf education

People

RuthSwanwickDr Ruth Swanwick

My research centres on deafness, language  and learning and the development of practitioner understanding and pedagogies. I am interested in deaf children’s multimodal and multilingual language experience and use and the role of sign language in education. My current work centres on the development of a new language model which situates deafess and language learning within a plural view of language and culture in society.

My funded research includes a collaborative ESRC funded project looking at deaf children’s early literacy experiences in the home. I led a Nuffield funded project on the role of sign language for deaf children with cochlear implants and a British Academy project  on approaches to critical thinking and reflective practice across the national training provision for teachers of the deaf.

Sue WrightSue Wright

As a teacher of the deaf and Educational Audiologist I have worked with deaf children and families in several urban, inner city communities. As Head of Service for Deaf Children in Bradford I further developed my interest in deafness and the impact it has on families in multilingual communities.

I have worked as a regional tutor on the University of Leeds MA Deaf Education programme for several years, supporting teachers of the deaf in the north of England. After working with the University of Leeds on the Language Planning Document, I am now working with Ruth Swanwick on the British Academy project researching learning and language planning with bimodal and multilingual families.

Jackie SalterJackie Salter

I am currently the programme leader for the MA Deaf Education and teacher of the deaf mandatory qualification as Dr Ruth Swanwick is engaged in her 12 month British Academy Fellowship. My research focusses on developing an understanding of deaf students’ learning experiences in mainstream secondary schools and I have wide experience of working with deaf children, their families and deaf education practitioners.

As part of the Language Planning project I collated and analysed monitoring and assessment packages practitioners use in their day-to-day work. This work will be taken forwards as part of the British Academy project as we further evaluate approaches to capturing and describing deaf children’s dynamic use of spoken and signed languages.

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