Accepted author manuscript, 274 KB, Word document
Final published version, 3.89 MB, PDF document
Final published version
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review
}
TY - GEN
T1 - SLEND Sign Language to English by the Deaf
T2 - South Africa International Conference on Educational Technologies
AU - Ahereza, Noah
AU - Nyarko, Marco
AU - Fan, Huhua Rita
AU - Gillen, J
AU - Zeshan, Ulrike
PY - 2016/5
Y1 - 2016/5
N2 - This paper reports on a project designed to enhance the employability and wellbeing of a marginalised community: the Deaf . It is funded by the Economic and Social Research Council/Department for International Development in the UK (ES/M005186/1). The project adopts a Deaf-led approach to developing English literacy. This one year project features the development of an online platform: Sign Language to English by the Deaf (SLEND). The project’s ethos stems from a conviction that learning is situated in the demands and contexts of everyday life. People’s learning will develop optimally in situations where their existing purposes and abilities are recognised, and where they can collaborate, including with peers. Nowadays, online environments are significant in everybody’s everyday lives and offer particular opportunities for the Deaf to participate. This paper explains how the project has been piloted in five centres in India, through a combination of peer to peer face to face and online activities. The different groups contribute their learning activities to the SLEND, finding value in both process and sharing outcomes. The project includes research in Uganda and Ghana, among Deaf communities. This paper reports on the first elements of the research in those locations. Data were collected using intensive focus groups. Processes of recruitment and activities are described. Findings of this research show how access to the internet is particularly important for the Deaf, including the improvement of their literacy development. The findings suggest the fruitfulness of an approach to Deaf people’s English literacy needs. It recommends capacity building that is grounded on a “real literacies” approach, which is firmly rooted in an understanding of the place of English literacy in their lives. It also recommends the opportunities that exist for enhancement of their communicative capabilities and social participation in all spheres of life.
AB - This paper reports on a project designed to enhance the employability and wellbeing of a marginalised community: the Deaf . It is funded by the Economic and Social Research Council/Department for International Development in the UK (ES/M005186/1). The project adopts a Deaf-led approach to developing English literacy. This one year project features the development of an online platform: Sign Language to English by the Deaf (SLEND). The project’s ethos stems from a conviction that learning is situated in the demands and contexts of everyday life. People’s learning will develop optimally in situations where their existing purposes and abilities are recognised, and where they can collaborate, including with peers. Nowadays, online environments are significant in everybody’s everyday lives and offer particular opportunities for the Deaf to participate. This paper explains how the project has been piloted in five centres in India, through a combination of peer to peer face to face and online activities. The different groups contribute their learning activities to the SLEND, finding value in both process and sharing outcomes. The project includes research in Uganda and Ghana, among Deaf communities. This paper reports on the first elements of the research in those locations. Data were collected using intensive focus groups. Processes of recruitment and activities are described. Findings of this research show how access to the internet is particularly important for the Deaf, including the improvement of their literacy development. The findings suggest the fruitfulness of an approach to Deaf people’s English literacy needs. It recommends capacity building that is grounded on a “real literacies” approach, which is firmly rooted in an understanding of the place of English literacy in their lives. It also recommends the opportunities that exist for enhancement of their communicative capabilities and social participation in all spheres of life.
M3 - Conference contribution/Paper
SN - 9870620707817
SP - 96
EP - 106
BT - Proceedings of the South Africa International Conference on Educational Technologies
A2 - Ogbonnaya, U. I.
A2 - Simelane-Mnisi, S.
PB - African Academic Research Forum
CY - Pretoria, South Africa
Y2 - 24 April 2016 through 26 April 2016
ER -