Problematizing translanguaging as an inclusive pedagogical strategy in deaf education
نویسندگان
چکیده
This paper critically analyses the meaning and use of translanguaging as an inclusive pedagogical strategy in context a bilingual deaf education classroom where there are asymmetrical sensorial experiences being hearing, different access to ‘codified’ (either speech or sign-language) resources. The opportunities constraints examined through analysis meaning-making resources among hearing interlocutors face-to-face interaction. Using two short excerpts from English class with pupils, teacher communication support worker authors analyse ways which modes image, sound speech, gesture signing, gaze, body posture coordinated spatial for meaning-making. A multimodal layered turn sequences describes integrated layout that either facilitate inhibit communication. Strategies deployment may potential this interactional discussed.
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ژورنال
عنوان ژورنال: International Journal of Bilingual Education and Bilingualism
سال: 2022
ISSN: ['1747-7522', '1367-0050']
DOI: https://doi.org/10.1080/13670050.2022.2078650