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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

基本信息

批准号：
ES/P008623/1
负责人：
Ulrike Zeshan
金额：
$ 55.57万
依托单位：
University of Central Lancashire
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2017
资助国家：
英国
起止时间：
2017 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FP008623%2F1
关键词：
Peer Deaf Multiliteracies research into

项目摘要

The exclusion of deaf children and young adults from access to school systems in the developing world results in individuals and communities being denied quality education; this not only leads to unemployment, underemployment, low income, and a high risk of poverty, but also represents a needless waste of human talent and potential. To target this problem, this project extends work conducted under a pilot project addressing issues of literacy education with young deaf people in the Global South. Creating, implementing and evaluating our innovative intervention based on the peer teaching of English literacy through sign language-based tutoring, everyday real life texts such as job application forms, and the use of a bespoke online resource, enabled us to generate a sustainable, cost-effective and learner-directed way to foster literacy learning amongst deaf individuals. To reach further target groups and conduct more in-depth research, the present project extends our work to new groups of learners in India, Uganda, Ghana, Rwanda and Nepal, both in primary schools (ca 60 children in India, Ghana, and Uganda) and with young adult learners (ca 100 learners in interventions, plus ca 60 young adults in scoping workshops in Nepal and Rwanda). In the targeted countries, marginalisation begins in schools, since many have no resources for teaching through sign language, even though this is the only fully accessible language to a deaf child. This project intends to examine how we can change some of the dynamics that contribute to this, by involving deaf individuals in the design of new teaching approaches, and by using children and young people's everyday experiences and existing literacy practices as the basis for their learning. Participants in such a programme will not only develop English literacy, but "multiliteracies", i.e. skills in sign languages, technology, written English, gesture, mouthing, and other forms of multimodal communication. Developing a multilingual toolkit is an essential element of multiliteracies. Being 'literate' in the modern world involves a complex set of practices and competencies and engagement with various modes (e.g. face-to-face, digital, remote), increasing one's abilities to act independently. Our emphases on active learning, contextualised assessments and building portfolios to document progress will increase the benefit to deaf learners in terms of their on-going educational and employment capacity. Apart from the actual teaching and interventions, the research also investigates factors in existing systems of educational provisions for deaf learners and how these may systematically undermine and isolate deaf communities and their sign languages. Our analyses will identify the local dynamics of cultural contexts that our programmes and future initiatives need to address and evaluate in order to be sustainable. One challenge we encountered in the pilot was the lack of trained deaf peer tutors. There is a need for investment in local capacity building and for the creation of opportunities and pathways for deaf people to obtain formal qualifications. Therefore, at least four deaf project staff will enrol on an MA programme in Applied Linguistics/TESOL at our partner institution in India. We will develop training in literacy teaching and in research methods for all deaf project staff.We will also develop and adapt appropriate assessment tools and metrics to confirm what learning has taken place and how, with both children and young adults. This includes adapting the Common European Framework of Reference for Languages (CEFR) for young deaf adult learners and the 'Language Ladder' for deaf children so that we use locally-valid test criteria. To document progress in more detail and in relation to authentic, real life literacy demands we need to create our own metrics, which we will do by using portfolio based assessments that are learner-centred and closely linked to the local curricula.

在发展中国家，失聪儿童和青年被排除在学校系统之外，导致个人和社区无法获得优质教育；这不仅会导致失业、就业不足、低收入和高风险的贫困，而且还代表了对人类才能和潜力的不必要浪费。为了解决这一问题，本项目扩大了在一个试点项目下开展的工作，该项目旨在解决全球南方国家失聪青年的扫盲教育问题。创建、实施和评估我们的创新干预措施，基于英语读写能力的同伴教学，通过基于手语的辅导，日常生活中的文本，如工作申请表，以及使用定制的在线资源，使我们能够产生一种可持续的、具有成本效益的、以学习者为导向的方式来促进聋人的读写能力学习。为了覆盖更多的目标群体并开展更深入的研究，本项目将我们的工作扩展到印度、乌干达、加纳、卢旺达和尼泊尔的新学习者群体，既包括小学（印度、加纳和乌干达约60名儿童），也包括年轻成人学习者（干预措施中约100名学习者，以及尼泊尔和卢旺达约60名年轻人）。在目标国家，边缘化从学校开始，因为许多学校没有通过手语进行教学的资源，尽管手语是聋儿唯一完全可以使用的语言。这个项目旨在研究我们如何通过让聋人参与设计新的教学方法，以及利用儿童和年轻人的日常经验和现有的识字实践作为他们学习的基础，来改变导致这种情况的一些动态。参加这类课程的人不仅会培养英语读写能力，还会培养“多种读写能力”，即手语、技术、书面英语、手势、口型和其他形式的多模式交流技能。开发多语言工具包是多种读写能力的基本要素。在现代世界，“识字”涉及一系列复杂的实践和能力，以及参与各种模式（例如面对面、数字、远程），提高一个人独立行动的能力。我们强调主动学习，情境化评估和建立档案来记录进步，这将增加聋人学习者在持续教育和就业能力方面的利益。除了实际的教学和干预之外，本研究还调查了现有聋人学习者教育规定系统中的因素，以及这些因素如何系统地破坏和孤立聋人社区及其手语。我们的分析将确定当地文化背景的动态，我们的计划和未来的举措需要解决和评估，以实现可持续发展。我们在试点中遇到的一个挑战是缺乏训练有素的聋人同伴导师。有必要在地方能力建设方面进行投资，并为聋人获得正式资格创造机会和途径。因此，至少有四名聋人项目人员将在我们在印度的合作机构注册应用语言学/TESOL硕士课程。我们将为所有聋人项目人员提供识字教学和研究方法方面的培训。我们还将开发和调整适当的评估工具和指标，以确认儿童和青少年的学习情况和学习方式。这包括为年轻的失聪成人学习者调整欧洲共同语言参考框架（CEFR），为失聪儿童调整“语言阶梯”，以便我们使用当地有效的测试标准。为了更详细地记录进展，并与真实的、现实生活中的扫盲需求相关联，我们需要创建自己的指标，我们将通过使用以学习者为中心、与当地课程密切相关的基于组合的评估来实现这一目标。