Abstract
ABSTRACT This paper reports on an international collaborative project working with deaf learners of English literacy (19–28 years old) 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, the authors 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.
Highlights
India has one of the largest deaf communities in the world: about 63 million people, 6.3% of the population in India, have ‘significant auditory loss’ (Naik, Mahendra, and Sharma 2013, 1)
This paper reports on an international collaborative project working with deaf learners of English literacy (19–28 years old) in five locations in India: Indore; Vadadora; Comibatore; Pattambi; and Thrissur
This paper discusses findings from an international collaborative project that developed an innovative approach to English literacy education for young deaf people in
Summary
India has one of the largest deaf communities in the world: about 63 million people, 6.3% of the population in India, have ‘significant auditory loss’ (Naik, Mahendra, and Sharma 2013, 1). This paper discusses findings from an international collaborative project that developed an innovative approach to English literacy education for young deaf people in
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