A Transition to Multimodal Multilingual Practice: From SimCom to Translanguaging
Historically, the field of deaf education has revolved around language planning discourse, but little research has been conducted on Deaf and Hard of Hearing (DHH) students with additional disabilities as dynamic multilingual and multimodal language users. The current study focuses on the language p...
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-08-01
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| Series: | Languages |
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| Online Access: | https://www.mdpi.com/2226-471X/8/3/190 |
| _version_ | 1827725620661977088 |
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| author | Julia Silvestri Jodi L. Falk |
| author_facet | Julia Silvestri Jodi L. Falk |
| author_sort | Julia Silvestri |
| collection | DOAJ |
| description | Historically, the field of deaf education has revolved around language planning discourse, but little research has been conducted on Deaf and Hard of Hearing (DHH) students with additional disabilities as dynamic multilingual and multimodal language users. The current study focuses on the language planning process at a school serving DHH and Deaf–Blind students with varied additional disabilities. A previous Total Communication philosophy at the school was implemented in practice as Simultaneous Communication (SimCom) and later revised as a multimodal-multilingual approach with the goal of separating American Sign Language (ASL) and English and using multimodal communication such as tactile ASL and Augmentative and Alternative Communication (AAC). To implement this philosophy without reverting back to SimCom, the school employed a language planning process using action research to reflect on cycles of improvement. A grounded theory approach was used to identify and analyze themes over a three-year period of language planning and professional development in multimodal communication. Triangulated data includes language planning artifacts and an online survey of staff perceptions—analyzed by coding concepts and categories, relating concepts to define translanguaging mechanisms and attitudes, and developing an overarching theory on how a school values translanguaging after 3 years of valuing complete access to language. In the context of a multilingual, multimodal language planning cycle, developing a shared language ideology guided by how Deaf, DeafBlind, and Deaf-Disabled (DDBDD) people use language emerged as an overarching theme that promoted dynamic languaging and understanding of strategies for effective communication. |
| first_indexed | 2024-03-10T22:32:53Z |
| format | Article |
| id | doaj.art-4f1f777f93764382b5596ebc8bee55ab |
| institution | Directory Open Access Journal |
| issn | 2226-471X |
| language | English |
| last_indexed | 2024-03-10T22:32:53Z |
| publishDate | 2023-08-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Languages |
| spelling | doaj.art-4f1f777f93764382b5596ebc8bee55ab2023-11-19T11:35:49ZengMDPI AGLanguages2226-471X2023-08-018319010.3390/languages8030190A Transition to Multimodal Multilingual Practice: From SimCom to TranslanguagingJulia Silvestri0Jodi L. Falk1Teachers College, Columbia University, New York 10027, NY, USASt. Francis de Sales School for the Deaf, New York 11225, NY, USAHistorically, the field of deaf education has revolved around language planning discourse, but little research has been conducted on Deaf and Hard of Hearing (DHH) students with additional disabilities as dynamic multilingual and multimodal language users. The current study focuses on the language planning process at a school serving DHH and Deaf–Blind students with varied additional disabilities. A previous Total Communication philosophy at the school was implemented in practice as Simultaneous Communication (SimCom) and later revised as a multimodal-multilingual approach with the goal of separating American Sign Language (ASL) and English and using multimodal communication such as tactile ASL and Augmentative and Alternative Communication (AAC). To implement this philosophy without reverting back to SimCom, the school employed a language planning process using action research to reflect on cycles of improvement. A grounded theory approach was used to identify and analyze themes over a three-year period of language planning and professional development in multimodal communication. Triangulated data includes language planning artifacts and an online survey of staff perceptions—analyzed by coding concepts and categories, relating concepts to define translanguaging mechanisms and attitudes, and developing an overarching theory on how a school values translanguaging after 3 years of valuing complete access to language. In the context of a multilingual, multimodal language planning cycle, developing a shared language ideology guided by how Deaf, DeafBlind, and Deaf-Disabled (DDBDD) people use language emerged as an overarching theme that promoted dynamic languaging and understanding of strategies for effective communication.https://www.mdpi.com/2226-471X/8/3/190translanguagingdeafdeaf-blindlanguage planningAAC |
| spellingShingle | Julia Silvestri Jodi L. Falk A Transition to Multimodal Multilingual Practice: From SimCom to Translanguaging Languages translanguaging deaf deaf-blind language planning AAC |
| title | A Transition to Multimodal Multilingual Practice: From SimCom to Translanguaging |
| title_full | A Transition to Multimodal Multilingual Practice: From SimCom to Translanguaging |
| title_fullStr | A Transition to Multimodal Multilingual Practice: From SimCom to Translanguaging |
| title_full_unstemmed | A Transition to Multimodal Multilingual Practice: From SimCom to Translanguaging |
| title_short | A Transition to Multimodal Multilingual Practice: From SimCom to Translanguaging |
| title_sort | transition to multimodal multilingual practice from simcom to translanguaging |
| topic | translanguaging deaf deaf-blind language planning AAC |
| url | https://www.mdpi.com/2226-471X/8/3/190 |
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