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Using ethnography and 'real literacies' to develop a curriculum for English literacy teaching for young deaf adults in India

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

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Using ethnography and 'real literacies' to develop a curriculum for English literacy teaching for young deaf adults in India. / Papen, Uta; Tusting, Karin Patricia.
In: Compare: A Journal of Comparative and International Education, Vol. 50, No. 8, 16.11.2020, p. 1140-1158.

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

Harvard

Papen, U & Tusting, KP 2020, 'Using ethnography and 'real literacies' to develop a curriculum for English literacy teaching for young deaf adults in India', Compare: A Journal of Comparative and International Education, vol. 50, no. 8, pp. 1140-1158. https://doi.org/10.1080/03057925.2019.1585756

APA

Papen, U., & Tusting, K. P. (2020). Using ethnography and 'real literacies' to develop a curriculum for English literacy teaching for young deaf adults in India. Compare: A Journal of Comparative and International Education, 50(8), 1140-1158. https://doi.org/10.1080/03057925.2019.1585756

Vancouver

Papen U, Tusting KP. Using ethnography and 'real literacies' to develop a curriculum for English literacy teaching for young deaf adults in India. Compare: A Journal of Comparative and International Education. 2020 Nov 16;50(8):1140-1158. Epub 2019 Mar 21. doi: 10.1080/03057925.2019.1585756

Author

Papen, Uta ; Tusting, Karin Patricia. / Using ethnography and 'real literacies' to develop a curriculum for English literacy teaching for young deaf adults in India. In: Compare: A Journal of Comparative and International Education. 2020 ; Vol. 50, No. 8. pp. 1140-1158.

Bibtex

@article{68eb73e9665144e4b2f54893990e260f,
title = "Using ethnography and 'real literacies' to develop a curriculum for English literacy teaching for young deaf adults in India",
abstract = "This paper reports on an international collaborative project working with deaf learners (19-28 years old) of English literacy in five locations in India: Indore, Vadadora, Comibatore, Pattambi and Thrissur. Indian Sign Language (ISL) was the language of instruction. The project drew on a social practices view of literacy. Deaf peer tutors were trained in creating lessons using authentic materials: texts collected from students{\textquoteright} everyday lives. Tutors and students shared content via an online teaching resource. In the paper, we draw on notes from the training, tutor and student data, to clarify the strengths and challenges of this approach. Real literacies were used fruitfully, but authentic texts could be complex and grammar lessons were often unrelated to these texts. This challenged our assumptions about the applicability of the real literacies concept to pedagogy. Nevertheless, the study confirms the value of an approach that privileges ISL, peer tuition, and online materials.",
keywords = "Sign language, out-of-school literacies, India, English as a Second Language, literacy studies",
author = "Uta Papen and Tusting, {Karin Patricia}",
year = "2020",
month = nov,
day = "16",
doi = "10.1080/03057925.2019.1585756",
language = "English",
volume = "50",
pages = "1140--1158",
journal = "Compare: A Journal of Comparative and International Education",
issn = "0305-7925",
publisher = "Routledge",
number = "8",

}

RIS

TY - JOUR

T1 - Using ethnography and 'real literacies' to develop a curriculum for English literacy teaching for young deaf adults in India

AU - Papen, Uta

AU - Tusting, Karin Patricia

PY - 2020/11/16

Y1 - 2020/11/16

N2 - This paper reports on an international collaborative project working with deaf learners (19-28 years old) of English literacy in five locations in India: Indore, Vadadora, Comibatore, Pattambi and Thrissur. Indian Sign Language (ISL) was the language of instruction. The project drew on a social practices view of literacy. Deaf peer tutors were trained in creating lessons using authentic materials: texts collected from students’ everyday lives. Tutors and students shared content via an online teaching resource. In the paper, we draw on notes from the training, tutor and student data, to clarify the strengths and challenges of this approach. Real literacies were used fruitfully, but authentic texts could be complex and grammar lessons were often unrelated to these texts. This challenged our assumptions about the applicability of the real literacies concept to pedagogy. Nevertheless, the study confirms the value of an approach that privileges ISL, peer tuition, and online materials.

AB - This paper reports on an international collaborative project working with deaf learners (19-28 years old) of English literacy in five locations in India: Indore, Vadadora, Comibatore, Pattambi and Thrissur. Indian Sign Language (ISL) was the language of instruction. The project drew on a social practices view of literacy. Deaf peer tutors were trained in creating lessons using authentic materials: texts collected from students’ everyday lives. Tutors and students shared content via an online teaching resource. In the paper, we draw on notes from the training, tutor and student data, to clarify the strengths and challenges of this approach. Real literacies were used fruitfully, but authentic texts could be complex and grammar lessons were often unrelated to these texts. This challenged our assumptions about the applicability of the real literacies concept to pedagogy. Nevertheless, the study confirms the value of an approach that privileges ISL, peer tuition, and online materials.

KW - Sign language

KW - out-of-school literacies

KW - India

KW - English as a Second Language

KW - literacy studies

U2 - 10.1080/03057925.2019.1585756

DO - 10.1080/03057925.2019.1585756

M3 - Journal article

VL - 50

SP - 1140

EP - 1158

JO - Compare: A Journal of Comparative and International Education

JF - Compare: A Journal of Comparative and International Education

SN - 0305-7925

IS - 8

ER -