Literacy development with deaf communities using sign language, peer tuition, and learner-generated online content: sustainable educational innovation

在世界上许多地方，英语教学是由不会手势的聋人教师传授给手语者的。这使得聋人的英语习得在许多地方几乎是不可能的，这是非常困难的(Kempt&Maxwell 1989；Schmitz&Keenan 2005)。这一试点项目旨在为印度聋人社区成员，包括处于高度贫困环境中的聋人青年提供英语教学，并为他们起草一个有效的语言教学干预模式，以指导政策和进一步的创新。重点是提高特定社区的教育成果质量，而这些社区可能无法从传统干预措施中获得足够的好处。同伴教育可以提高学习者和教师的学习和认知能力，减少旷课和孤立(Bruffee 1978；Falchikov 2001)。该项目提出了一种不同于印度现有传统语言教学做法的模式，并采取了民族志方法，由当地聋人导师领导，由国内和英国的培训员支持，以确保对学习者需求的反应。它是(应用)手语语言学/聋人研究专家、TESOL专家、文学跨文化研究专家和学习技术专家之间的跨学科合作。开发一个虚拟/移动学习平台(聋人将手语翻译成英语)，再加上手语的使用和聋人同伴导师的支持，构成了一种以学习者为导向、基于功能学习方法的创新方法，强调使用语言来做事(而不是语法驱动)。采用欧洲语言共同参考框架(CEFR)来表达学习成果，将使成果能够用一个国际上理解的工具来表达。为了审查跨文化的可传递性，将在乌干达和加纳开展小规模的实地调查工作，以揭示那里的扫盲需求，并为今后的南南合作铺平道路。该项目使用行动研究和民族志研究的混合方法，解决了以下研究问题：1.我们如何以可持续的方式开发和实施一个聋人主导的、以社区为基础的、以学习者为中心的教学计划，以可持续的方式满足当地社区的需求？2.我们如何以标准化的方式收集和衡量同行辅导、专用虚拟学习环境和分阶段培训计划在这种特定社会文化背景下教授英语素养的有效性？3.我们如何才能最好地理解和概念化这种方法的相关要素，以及它们如何相互作用，以促进在这种特定的社会文化背景下的有效教学？定性数据，包括课堂观察、对斯兰德互动的分析和访谈，为这个问题的答案提供了依据。将对社区教师/同伴导师进行数据收集和分析方面的培训，提高聋人社区的研究能力。在印度，这项研究有四个重叠的阶段：(1)对现有扫盲做法进行民族志研究，以确定聋人手语用户重视的交流类型；(2)在此需求评估的基础上进行内容开发。课程授课(3)然后由当地教师进行前评估和后评估，以衡量学习者的成就。在乌干达和加纳，将使用同样的人种学研究工具，对扫盲的需要和做法进行较小的个案研究。这些国家的重点小组将与传播讲习班一起审查SLAND，并讨论适应/扩大撒哈拉以南非洲聋人社区教学情况的可能性。

In much of the world, English instruction is delivered to deaf signers by teachers who cannot sign themselves. This makes deaf people's English acquisition, which is very difficult (Kempt & Maxwell 1989; Schmitz & Keenan 2005), virtually impossible in many locations. This pilot project aims to provide English-language teaching for members of the deaf community in India including deaf young people in high poverty contexts, and draft a model of effective language-teaching interventions for them, to guide policy and further innovation. The focus is improving the quality of educational outcomes for a specific community which may not derive adequate benefit from traditional interventions. Peer education can lead to improved academic and cognitive abilities for both learners and tutors, and decreased absenteeism and isolation (Bruffee 1978; Falchikov 2001). The project proposes a model which departs from existing traditional language teaching practices in India, and takes an ethnographic approach which will see the development of materials and teaching led by local deaf tutors supported by trainers both in-country and from the UK, to ensure responsiveness to learner needs. It is an interdisciplinary collaboration between specialists in (applied) sign linguistics/Deaf Studies, TESOL, cross-cultural research on literacies, and learning technologists. The development of a virtual/mobile learning platform (Sign Language to English by the Deaf - SLEND) combined with the use of sign language and support from deaf peer tutors constitute a learner-driven, innovative methodology based on a functional approach to learning that will emphasise using language to do things (rather than grammar-driven). Adaptation of the Common European Framework of Reference for Languages (CEFR) for the expression of learning outcomes will allow achievements to be expressed in terms of an internationally understood tool. To examine transferability across cultures, small-scale investigative fieldwork will take place in Uganda and Ghana to reveal literacy needs there and pave the way for future South-South collaboration. Using mixed methods from action research and ethnographic research, the project addresses the following research questions:1. How can we develop and implement a deaf-led, community based, learner-focussed teaching programme that meets local community needs in a sustainable way? 2. How can we capture and measure, in a standardised way, the effectiveness of the combination of peer tuition, a dedicated virtual learning environment, and a staged training programme on teaching English literacy in this particular socio-cultural context? 3. How can we best understand and conceptualise the interrelated elements that characterise this approach and how they interact to facilitate effective teaching in this context? Qualitative data including classroom observations, analysis of interactions on the SLEND, and interviews inform the answers to this question. Community teachers/peer tutors will be trained in data collection and analysis, enhancing the research capacity of the deaf community. In India, the study has four overlapping phases: (1) Ethnographic study into existing literacy practices to identify the types of communication which are valued by deaf sign language users proceeds alongside (2) content development based on this needs assessment. Course delivery (3) is then carried out by local tutors with pre- and post- assessment to measure learner attainment. Compiling the interim and final quantitative-qualitative evidence for dissemination (4) informs national policy and ensures the project's on-going influence.In Uganda and Ghana, smaller case studies into literacy needs and practices will be carried out using the same ethnographic research tools. Focus groups in these countries alongside dissemination workshops will review the SLEND and discuss possible adaptation/scalability to teaching situations in deaf communities in sub-Saharan Africa.