Iturriaga Cristián, Young Alys
The University of Manchester, Manchester Institute of Education, Manchester, UK.
The University of Manchester, Division of Nursing, Midwifery, and Social Work, Manchester, UK.
J Deaf Stud Deaf Educ. 2021 Dec 16;27(1):101-111. doi: 10.1093/deafed/enab033.
Further education (FE) colleges are the most usual postsecondary education destination for deaf young people in England. The role of college contexts in promoting deaf students' learning warrants further exploration given the gaps in educational attainment common to deaf students and the potential for FE context to provide new and/or enhanced linguistic resources in comparison with school. The main research question is: How do deaf students' translanguaging practices change according to the different contexts of interlocution in college? Translanguaging entails the flexible use of semiotic resources not bounded by named languages. This ethnographic study reports on five deaf college students' translanguaging practices. Findings are presented under three moments of translanguaging: (1) translanguaging expanded, or deaf students widening their repertoires to engage in communication; (2) translanguaging restricted, or deaf students accommodating to their communicative partners' needs; (3) translanguaging channeled, or the dominance of English countering the flexibility of translanguaging. It is argued that translanguaging should be promoted in whole classrooms. Otherwise, it will reinforce the dominance of hearing communication practices and hinder deaf students' multilingual/multimodal repertoires.
继续教育（FE）学院是英国失聪青少年最常见的中学后教育去处。鉴于失聪学生普遍存在学业成绩差距，且与学校相比，继续教育环境有潜力提供新的和/或强化的语言资源，学院环境在促进失聪学生学习方面的作用值得进一步探索。主要研究问题是：失聪学生的跨语言实践如何根据学院中不同的对话情境而变化？跨语言实践需要灵活运用不受特定语言限制的符号资源。这项民族志研究报告了五名失聪大学生的跨语言实践。研究结果在跨语言实践的三个阶段呈现：（1）跨语言实践扩展，即失聪学生扩大其语言储备以参与交流；（2）跨语言实践受限，即失聪学生适应交流伙伴的需求；（3）跨语言实践被引导，即英语的主导地位抵消了跨语言实践的灵活性。有人认为，应在整个课堂中推广跨语言实践。否则，这将强化听力交流实践的主导地位，并阻碍失聪学生的多语言/多模态语言储备。
