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© 2023 by the author. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.

Abstract

Most D/HH learners experience language deprivation because they lack full access to a comprehensible language input. Sometimes, this language deprivation continues through school because of the rigid school language policy and teachers’ failure to recognize and include all the linguistic repertoires which the learners bring. Like many other teacher education programs, some Deaf education teacher preparation programs have adopted assimilationist ideologies, subtractive approaches to bilingualism that focus on only the majority hearing language, English, or the majority Deaf people’s language, such as ASL. Embracing translanguaging improves the implementation of bi/multilingualism in Deaf education by empowering the learner and the teacher to work through these challenges of language deprivation and minority languages in classrooms with Deaf learners. The current article reviews the literature and draws from translanguaging theory and practices, biliteracy, and Crip linguistics to discuss how Deaf education teacher preparation programs can support future teachers in implementing translingual knowledge, skills, and disposition and avoiding linguistic neglect in Deaf learners. In addition, the article will focus on how teachers can value and support the acquisition of all languages beneficial for bi/multilingual Deaf learners to overcome language deprivation and challenges in school.

Details

Title
Translanguaging in Bilingual Deaf Education Teacher Preparation Programs
Author
Musyoka, Millicent M
First page
65
Publication year
2023
Publication date
2023
Publisher
MDPI AG
e-ISSN
2226471X
Source type
Scholarly Journal
Language of publication
English
ProQuest document ID
2791668076
Copyright
© 2023 by the author. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.