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

使用手语、同伴辅导和学习者生成的在线内容促进聋人社区的识字能力发展:可持续的教育创新

基本信息

  • 批准号:
    ES/M005186/1
  • 负责人:
  • 金额:
    $ 16.08万
  • 依托单位:
  • 依托单位国家:
    英国
  • 项目类别:
    Research Grant
  • 财政年份:
    2015
  • 资助国家:
    英国
  • 起止时间:
    2015 至 无数据
  • 项目状态:
    已结题

项目摘要

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.
在世界上的许多地方,英语教学是由那些自己不会手语的老师来教授的。这使得聋人的英语习得,这是非常困难的(Kempt &麦克斯韦1989; Schmitz & Keenan 2005),在许多地方几乎是不可能的。该试点项目旨在为印度聋人社区成员,包括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创新。重点是提高特定社区的教育成果质量,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导师的学术和认知能力,减少缺勤和孤立(Bruffee 1978; Falchikov 2001)。该项目提出了一种模式,该模式与印度现有的传统语言教学做法不同,并采取人种学方法,由当地聋人导师领导编写材料和教学,并由国内和联合王国的培训师提供支持,以确保满足学习者的需求。它是(应用)符号语言学/聋人研究,TESOL,跨文化识字研究和学习技术专家之间的跨学科合作。开发虚拟/移动的学习平台(聋人手语到英语---- SLEND),结合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主导的创新方法,其基础是强调使用语言做事(而不是语法驱动)的功能性学习方法。欧洲语言共同参考框架(CEFR)的调整,以表达学习成果,将允许成就以国际理解的工具来表达。为了研究跨文化的可移植性,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。本研究采用行动研究与民族志研究相结合的方法,探讨以下研究问题:1。我们如何制定和实施一个以学生为主导、以社区为基础、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捕捉和衡量同伴教学、专用虚拟学习环境和分阶段培训计划在这一特定社会文化背景下教授英语读写能力的有效性?3.我们如何才能最好地理解和概念化的相互关联的元素,使这种方法,以及它们如何相互作用,以促进在这种情况下有效的教学?定性数据,包括课堂观察,对SLEND的互动分析,和采访告知这个问题的答案。将对社区教师/同侪辅导员进行数据收集和分析方面的培训,以提高聋人社区的研究能力。在印度,这项研究有四个相互重叠的阶段:(1)对现有的识字做法进行人种学研究,以确定聋人手语使用者所重视的交流类型,同时(2)根据这一需求评估开发内容。然后由当地导师进行课程讲授(3),并进行事前和事后评估,以衡量学习者的成绩。汇编中期和最后的定量-定性证据以供传播(4),为国家政策提供信息,并确保项目的持续影响,在乌干达和加纳,将使用相同的人种学研究工具,对扫盲需求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聋人学习和发展网络,并讨论是否有可能调整/扩大其规模,以适应撒哈拉以南非洲聋人社区的教学情况。

项目成果

期刊论文数量(9)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
SLEND Sign Language to English by the Deaf: Literacy development with Deaf communities using sign language, peer tuition, and learner-generated online content
SLEND 聋人手语到英语:使用手语、同伴辅导和学习者生成的在线内容与聋人社区一起进行读写能力发展
  • DOI:
  • 发表时间:
    2016
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Gillen, J.
  • 通讯作者:
    Gillen, J.
Supporting English literacy learning with young deaf people in India, Ghana and Uganda
支持印度、加纳和乌干达年轻聋人的英语读写能力学习
  • DOI:
  • 发表时间:
    2015
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Gillen, J.
  • 通讯作者:
    Gillen, J.
Peer to Peer Deaf Literacy: Using Sign Language to English for Deaf (SLEND) in India, Ghana and Uganda
同伴聋人扫盲:在印度、加纳和乌干达使用手语为聋人英语(SLEND)
  • DOI:
  • 发表时间:
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Nyarko, M.
  • 通讯作者:
    Nyarko, M.
An e-learning ecosystem for deaf young adult learners' English literacy attainment in India
印度聋哑青年学习者英语读写能力的电子学习生态系统
  • DOI:
  • 发表时间:
    2019
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Fan Huhua
  • 通讯作者:
    Fan Huhua
Deaf literacy education - Accessibility from the grassroots
聋人扫盲教育——从基层开始无障碍
  • DOI:
  • 发表时间:
    2017
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Panda S
  • 通讯作者:
    Panda S
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Ulrike Zeshan其他文献

First Encounters: Repair Sequences in Cross-Signing
初次相遇:修复交叉签名中的序列
  • DOI:
    10.1111/tops.12303
  • 发表时间:
    2018
  • 期刊:
  • 影响因子:
    3
  • 作者:
    Kang;C. Vos;Anastasia Bradford;Ulrike Zeshan;Stephen C. Levinson
  • 通讯作者:
    Stephen C. Levinson

Ulrike Zeshan的其他文献

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{{ truncateString('Ulrike Zeshan', 18)}}的其他基金

South-South collaboration in realising the impacts of Peer-to-Peer Deaf Multiliteracies research in India, Uganda, and Nepal
南南合作实现印度、乌干达和尼泊尔同侪聋人多元文化研究的影响
  • 批准号:
    ES/T008199/1
  • 财政年份:
    2019
  • 资助金额:
    $ 16.08万
  • 项目类别:
    Research Grant
Peer to Peer Deaf Multiliteracies: research into a sustainable approach to education of Deaf children and young adults in the Global South
同伴对同伴聋人多元文化:对南半球聋人儿童和青少年可持续教育方法的研究
  • 批准号:
    ES/P008623/1
  • 财政年份:
    2017
  • 资助金额:
    $ 16.08万
  • 项目类别:
    Research Grant
Endangered sign languages in village communities
乡村社区濒临灭绝的手语
  • 批准号:
    AH/H500235/1
  • 财政年份:
    2009
  • 资助金额:
    $ 16.08万
  • 项目类别:
    Research Grant

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Does learning a Sign Language Orthography support Deaf children's bi-literacy development?
学习手语正字法是否有助于聋哑儿童双语读写能力的发展?
  • 批准号:
    2409842
  • 财政年份:
    2020
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    $ 16.08万
  • 项目类别:
    Studentship
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聋人健康素养和信息可及性的机制
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    9762885
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Mechanisms of Health Literacy and Information Accessibility in the Deaf
聋人健康素养和信息可及性的机制
  • 批准号:
    9145653
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