Inclusive education for deaf students: literacy practices and South African sign language

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dc.contributor.authorGlaser, Merylen_ZA
dc.contributor.authorVan Pletzen, Ermienen_ZA
dc.date.accessioned2014-07-29T08:38:25Z
dc.date.available2014-07-29T08:38:25Z
dc.date.issued2012en_ZA
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in Southern African Linguistics and Applied Language Studies on 16 July 2012, available online: http://www.tandfonline.com/10.2989/16073614.2012.693707.en_ZA
dc.description.abstractThis article considers the feasibility of inclusive education for Deaf students in a mainstream Further Education and Training (FET) classroom through the use of a South African Sign Language interpreter. It revisits the centrality of language in Deaf students' education and reports on progressive policy changes in the areas of language, education and disability in South Africa. The article surveys classroom discourse and literacy practices in a mainstream FET classroom, focusing particularly on students' acquisition of text literacy skills in Business English. Drawing on theoretical frameworks from the New Literacy Studies, Critical Discourse Analysis and the Social Model of Disability, the article argues that there is definitely potential for establishing inclusive education for Deaf students in a mainstream classroom. It however highlights that there are many difficulties and challenges around providing fully inclusive education for Deaf students. It was found that the signed interpretations in this classroom frequently represent an impoverished form of language while some types of pedagogic practice impede the interpreter's signing. The article concludes that interpreters and teachers need to be trained in forms of language and pedagogy that would benefit all students in class, including Deaf students.en_ZA
dc.identifier.apacitationGlaser, M., & Van Pletzen, E. (2012). Inclusive education for deaf students: literacy practices and South African sign language. <i>Southern African Linguistics and Applied Language Studies</i>, http://hdl.handle.net/11427/3346en_ZA
dc.identifier.chicagocitationGlaser, Meryl, and Ermien Van Pletzen "Inclusive education for deaf students: literacy practices and South African sign language." <i>Southern African Linguistics and Applied Language Studies</i> (2012) http://hdl.handle.net/11427/3346en_ZA
dc.identifier.citationGlaser, M., Van Pletzen, E. 2012. Inclusive education for deaf students: literacy practices and South African sign language. Southern African Linguistics and Applied Language Studies.en_ZA
dc.identifier.issn1607-3614en_ZA
dc.identifier.ris TY - Journal Article AU - Glaser, Meryl AU - Van Pletzen, Ermien AB - This article considers the feasibility of inclusive education for Deaf students in a mainstream Further Education and Training (FET) classroom through the use of a South African Sign Language interpreter. It revisits the centrality of language in Deaf students' education and reports on progressive policy changes in the areas of language, education and disability in South Africa. The article surveys classroom discourse and literacy practices in a mainstream FET classroom, focusing particularly on students' acquisition of text literacy skills in Business English. Drawing on theoretical frameworks from the New Literacy Studies, Critical Discourse Analysis and the Social Model of Disability, the article argues that there is definitely potential for establishing inclusive education for Deaf students in a mainstream classroom. It however highlights that there are many difficulties and challenges around providing fully inclusive education for Deaf students. It was found that the signed interpretations in this classroom frequently represent an impoverished form of language while some types of pedagogic practice impede the interpreter's signing. The article concludes that interpreters and teachers need to be trained in forms of language and pedagogy that would benefit all students in class, including Deaf students. DA - 2012 DB - OpenUCT DP - University of Cape Town J1 - Southern African Linguistics and Applied Language Studies LK - https://open.uct.ac.za PB - University of Cape Town PY - 2012 SM - 1607-3614 T1 - Inclusive education for deaf students: literacy practices and South African sign language TI - Inclusive education for deaf students: literacy practices and South African sign language UR - http://hdl.handle.net/11427/3346 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/3346
dc.identifier.vancouvercitationGlaser M, Van Pletzen E. Inclusive education for deaf students: literacy practices and South African sign language. Southern African Linguistics and Applied Language Studies. 2012; http://hdl.handle.net/11427/3346.en_ZA
dc.language.isoengen_ZA
dc.publisherTaylor & Francisen_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceSouthern African Linguistics and Applied Language Studiesen_ZA
dc.source.urihttp://dx.doi.org/10.2989/16073614.2012.693707
dc.titleInclusive education for deaf students: literacy practices and South African sign languageen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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