Languages and Languaging in Deaf Education

Languages and Languaging in Deaf Education : A Framework for Pedagogy

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Languages and Languaging in Deaf Education offers a profound vision for deaf education and studies, as author Ruth Swanwick offers bold contributions towards a new pedagogical framework. With a primary focus on the language and learning experiences of deaf children, this book creates a crucial dialogue between the field of deaf education and studies and the wider field of language education and research.

Swanwick's fresh perspective on languages and languaging in deaf education brings new understandings of children's language repertoire, and further extends the meaning and application of dynamic plurilingual pedagogies. Ruth Swanwick addresses two major questions essential to the field: How do we understand and describe deaf children's language use and experience in terms of current concepts of language plurality and diversity? And, how does knowledge of, and a different perspective on, deaf
children's language diversity and pluralism inform pedagogy? In this latest addition to the Professional Perspectives on Deafness series, Swanwick presents a new framework to imagine the classroom, synthesizing multilingual language practices, translanguaging, research, and practice.
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Product details

  • Paperback | 248 pages
  • 161 x 234 x 14mm | 358g
  • New York, United States
  • English
  • 0190455713
  • 9780190455712
  • 1,612,167

Table of contents

Chapter 1: Languages In, and Of, Deaf Education

Chapter 2: Deaf Children's Bimodal Bilingualism and Education

Chapter 3: The Plural Use of Sign and Spoken Languages

Chapter 4: Languaging and Learning in Deaf Education

Chapter 5: Translanguaging

Chapter 6: Multicompetency and Repertoire

Chapter 7: A Pedagogical Framework

Chapter 8: Teaching and Talking with Deaf Children

Chapter 9: Creating an Evidence Base for Practice

Chapter 10: Unlocking Learning
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About Ruth Swanwick

Ruth Swanwick is an Associate Professor in Deaf Education in The School of Education at The University of Leeds.
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