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Literacies in Context: Engaging deaf primary school children in their learning and assessment.

Research output: Contribution to conference - Without ISBN/ISSN › Conference paper › peer-review

Published

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Literacies in Context: Engaging deaf primary school children in their learning and assessment. / Manavalamamuni, Deepu; Choudari, Jagdish; Gillen, Julia et al.
2018. Paper presented at International Conference on Learning, New Delhi, India.

Research output: Contribution to conference - Without ISBN/ISSN › Conference paper › peer-review

Harvard

Manavalamamuni, D, Choudari, J, Gillen, J & Zeshan, U 2018, 'Literacies in Context: Engaging deaf primary school children in their learning and assessment.', Paper presented at International Conference on Learning, New Delhi, India, 28/09/18 - 30/09/18.

APA

Manavalamamuni, D., Choudari, J., Gillen, J., & Zeshan, U. (2018). Literacies in Context: Engaging deaf primary school children in their learning and assessment.. Paper presented at International Conference on Learning, New Delhi, India.

Vancouver

Manavalamamuni D, Choudari J, Gillen J, Zeshan U. Literacies in Context: Engaging deaf primary school children in their learning and assessment.. 2018. Paper presented at International Conference on Learning, New Delhi, India.

Author

Manavalamamuni, Deepu ; Choudari, Jagdish ; Gillen, Julia et al. / Literacies in Context : Engaging deaf primary school children in their learning and assessment. Paper presented at International Conference on Learning, New Delhi, India.

Bibtex

@conference{8d6e88beb3634dd4a2c9c93cc560ad54,
title = "Literacies in Context: Engaging deaf primary school children in their learning and assessment.",
abstract = "Early language deprivation of deaf children is a key disabling factor, and access to sign language in deaf education is mandated by the UN Convention on the Rights of Persons with Disabilities (UNCRPD).The research reported here involves 20 deaf children at a primary school in Odisha. The project supports early development of reading and writing skills, in a context with Indian Sign Language as first language (L1) and spoken/written languages as second languages (L2). The study follows a strength-based approach where the linguistic and cultural resources of Deaf Communities are valued, and deaf children{\textquoteright}s real-life uses of languages and literacies [1] form the basis of learning, so that the children are led from what they know and are interested in, to higher levels of competence. We have created new methodologies of assessing deaf children{\textquoteright}s multilingual and multimodal skills with a series of activities adapted from the Languages Ladder [2]. These activities create bridges between sign language, fingerspelling (manual alphabet), and reading/writing, with visual prompts adapted to the local cultural context. As group work based on the children{\textquoteright}s real-life literacies continues, we regularly track progress using multilingual-multimodal portfolio entries [3]. The study shows how communicative isolation is eliminated, and educational engagement of deaf children can be significantly improved. ",
keywords = "deaf multiliteracies, sign language, literacies",
author = "Deepu Manavalamamuni and Jagdish Choudari and Julia Gillen and Ulrike Zeshan",
year = "2018",
month = sep,
language = "English",
note = "International Conference on Learning ; Conference date: 28-09-2018 Through 30-09-2018",
url = "http://internationalconferenceonlearning.com/",

}

RIS

TY - CONF

T1 - Literacies in Context

T2 - International Conference on Learning

AU - Manavalamamuni, Deepu

AU - Choudari, Jagdish

AU - Gillen, Julia

AU - Zeshan, Ulrike

PY - 2018/9

Y1 - 2018/9

N2 - Early language deprivation of deaf children is a key disabling factor, and access to sign language in deaf education is mandated by the UN Convention on the Rights of Persons with Disabilities (UNCRPD).The research reported here involves 20 deaf children at a primary school in Odisha. The project supports early development of reading and writing skills, in a context with Indian Sign Language as first language (L1) and spoken/written languages as second languages (L2). The study follows a strength-based approach where the linguistic and cultural resources of Deaf Communities are valued, and deaf children’s real-life uses of languages and literacies [1] form the basis of learning, so that the children are led from what they know and are interested in, to higher levels of competence. We have created new methodologies of assessing deaf children’s multilingual and multimodal skills with a series of activities adapted from the Languages Ladder [2]. These activities create bridges between sign language, fingerspelling (manual alphabet), and reading/writing, with visual prompts adapted to the local cultural context. As group work based on the children’s real-life literacies continues, we regularly track progress using multilingual-multimodal portfolio entries [3]. The study shows how communicative isolation is eliminated, and educational engagement of deaf children can be significantly improved.

AB - Early language deprivation of deaf children is a key disabling factor, and access to sign language in deaf education is mandated by the UN Convention on the Rights of Persons with Disabilities (UNCRPD).The research reported here involves 20 deaf children at a primary school in Odisha. The project supports early development of reading and writing skills, in a context with Indian Sign Language as first language (L1) and spoken/written languages as second languages (L2). The study follows a strength-based approach where the linguistic and cultural resources of Deaf Communities are valued, and deaf children’s real-life uses of languages and literacies [1] form the basis of learning, so that the children are led from what they know and are interested in, to higher levels of competence. We have created new methodologies of assessing deaf children’s multilingual and multimodal skills with a series of activities adapted from the Languages Ladder [2]. These activities create bridges between sign language, fingerspelling (manual alphabet), and reading/writing, with visual prompts adapted to the local cultural context. As group work based on the children’s real-life literacies continues, we regularly track progress using multilingual-multimodal portfolio entries [3]. The study shows how communicative isolation is eliminated, and educational engagement of deaf children can be significantly improved.

KW - deaf multiliteracies

KW - sign language

KW - literacies

M3 - Conference paper

Y2 - 28 September 2018 through 30 September 2018

ER -