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Everyday literacies in education: insights from using ‘real literacies’ and the ‘linguistic landscape’ for teaching English to deaf young adults in India

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Everyday literacies in education: insights from using ‘real literacies’ and the ‘linguistic landscape’ for teaching English to deaf young adults in India. / Papen, Uta.
In: Cadernos de Linguagem e Sociedade, Vol. 23, No. 1, 2, 11.07.2023, p. 256-275.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Papen, U 2023, 'Everyday literacies in education: insights from using ‘real literacies’ and the ‘linguistic landscape’ for teaching English to deaf young adults in India', Cadernos de Linguagem e Sociedade, vol. 23, no. 1, 2, pp. 256-275. https://doi.org/10.26512/les.v24i1.48625

APA

Papen, U. (2023). Everyday literacies in education: insights from using ‘real literacies’ and the ‘linguistic landscape’ for teaching English to deaf young adults in India. Cadernos de Linguagem e Sociedade, 23(1), 256-275. Article 2. https://doi.org/10.26512/les.v24i1.48625

Vancouver

Papen U. Everyday literacies in education: insights from using ‘real literacies’ and the ‘linguistic landscape’ for teaching English to deaf young adults in India. Cadernos de Linguagem e Sociedade. 2023 Jul 11;23(1):256-275. 2. doi: 10.26512/les.v24i1.48625

Author

Papen, Uta. / Everyday literacies in education : insights from using ‘real literacies’ and the ‘linguistic landscape’ for teaching English to deaf young adults in India. In: Cadernos de Linguagem e Sociedade. 2023 ; Vol. 23, No. 1. pp. 256-275.

Bibtex

@article{1a9bd8e0d9624e73b9c84d9e27a2d42d,
title = "Everyday literacies in education: insights from using {\textquoteleft}real literacies{\textquoteright} and the {\textquoteleft}linguistic landscape{\textquoteright} for teaching English to deaf young adults in India",
abstract = "In this paper I discuss the experience of two action research projects to develop English literacy teaching for deaf young adults in India, Ghana and Uganda. With a focus on India, I reflect on how we drew on two concepts, {\textquoteleft}real literacies{\textquoteright} (ROGERS, 1999) and {\textquoteleft}linguistic landscapes{\textquoteright} (CONOZ; GORTER, 2008) to design a student-centred and communicative language pedagogy. We used these perspectives to co-create with students a curriculum based on their everyday uses of English. The project sought to empower deaf young people by developing their ability to communicate in English, while also valuing their first language - a sign language – thus offering an additive bilingual education. In the paper, I discuss how students and tutors engaged with the approach. They actively challenged some of our plans and asked for adaptations to our planned lesson activities. I conclude my paper with some thoughts on what to take from our experience with regards to the adaptability and relevance of {\textquoteleft}real literacies{\textquoteright} and {\textquoteleft}linguistic landscapes{\textquoteright} for work with deaf students.",
keywords = "real literacies, linguistic landscapes, deaf, ENGLISH, India",
author = "Uta Papen",
year = "2023",
month = jul,
day = "11",
doi = "10.26512/les.v24i1.48625",
language = "English",
volume = "23",
pages = "256--275",
journal = "Cadernos de Linguagem e Sociedade",
issn = "0104-9712",
publisher = "Thesaurus Editora de Brasilia Ltd",
number = "1",

}

RIS

TY - JOUR

T1 - Everyday literacies in education

T2 - insights from using ‘real literacies’ and the ‘linguistic landscape’ for teaching English to deaf young adults in India

AU - Papen, Uta

PY - 2023/7/11

Y1 - 2023/7/11

N2 - In this paper I discuss the experience of two action research projects to develop English literacy teaching for deaf young adults in India, Ghana and Uganda. With a focus on India, I reflect on how we drew on two concepts, ‘real literacies’ (ROGERS, 1999) and ‘linguistic landscapes’ (CONOZ; GORTER, 2008) to design a student-centred and communicative language pedagogy. We used these perspectives to co-create with students a curriculum based on their everyday uses of English. The project sought to empower deaf young people by developing their ability to communicate in English, while also valuing their first language - a sign language – thus offering an additive bilingual education. In the paper, I discuss how students and tutors engaged with the approach. They actively challenged some of our plans and asked for adaptations to our planned lesson activities. I conclude my paper with some thoughts on what to take from our experience with regards to the adaptability and relevance of ‘real literacies’ and ‘linguistic landscapes’ for work with deaf students.

AB - In this paper I discuss the experience of two action research projects to develop English literacy teaching for deaf young adults in India, Ghana and Uganda. With a focus on India, I reflect on how we drew on two concepts, ‘real literacies’ (ROGERS, 1999) and ‘linguistic landscapes’ (CONOZ; GORTER, 2008) to design a student-centred and communicative language pedagogy. We used these perspectives to co-create with students a curriculum based on their everyday uses of English. The project sought to empower deaf young people by developing their ability to communicate in English, while also valuing their first language - a sign language – thus offering an additive bilingual education. In the paper, I discuss how students and tutors engaged with the approach. They actively challenged some of our plans and asked for adaptations to our planned lesson activities. I conclude my paper with some thoughts on what to take from our experience with regards to the adaptability and relevance of ‘real literacies’ and ‘linguistic landscapes’ for work with deaf students.

KW - real literacies

KW - linguistic landscapes

KW - deaf

KW - ENGLISH

KW - India

U2 - 10.26512/les.v24i1.48625

DO - 10.26512/les.v24i1.48625

M3 - Journal article

VL - 23

SP - 256

EP - 275

JO - Cadernos de Linguagem e Sociedade

JF - Cadernos de Linguagem e Sociedade

SN - 0104-9712

IS - 1

M1 - 2

ER -