Translanguaging in Bilingual Deaf Education Teacher Preparation Programs

Most D/HH learners experience language deprivation because they lack full access to a comprehensible input. Sometimes, this continues through school of the rigid policy and teachers’ failure recognize include all linguistic repertoires which bring. Like many other teacher education programs, some Deaf preparation programs have adopted assimilationist ideologies, subtractive approaches bilingualism that focus on only majority hearing language, English, or people’s such as ASL. Embracing translanguaging improves implementation bi/multilingualism in by empowering learner work these challenges minority languages classrooms with learners. The current article reviews literature draws from theory practices, biliteracy, Crip linguistics discuss how can support future teachers implementing translingual knowledge, skills, disposition avoiding neglect In addition, will value acquisition beneficial for bi/multilingual overcome school.