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LITERACIES and DEAF EDUCATION a Theoretical Analysis of the International and Swedish Literature Forskning I Fokus Nr 23

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LITERACIES and DEAF EDUCATION a Theoretical Analysis of the International and Swedish Literature Forskning I Fokus Nr 23 LITERACIES AND DEAF EDUCATION A theoretical analysis of the international and Swedish literature forskning i fokus nr 23 Sangeeta Bagga-Gupta THE SWEDISH NATIONAL AGENCY FOR SCHOOL IMPROVEMENT Sangeeta Bagga-Gupta LITERACIES AND DEAF EDUCATION A theoretical analysis of the international and Swedish literature Forskning i Fokus nr 23 issn 1651-3460 Myndigheten för skolutveckling 2004 www.skolutveckling.se forskning i fokus • myndigheten för skolutveckling | sangeeta bagga-gupta • literacies and deaf education 1 Contents / Innehåll Förord 4 Acknowledgements 5 Svensk sammanfattning 8 English Summary 11 Abbreviations and translations 14 1. deaf education. what can we learn from research? 15 1.1 Introduction and background 15 1.2 Notes on the data and analysis 20 1.3 Book outline 23 1.4 Sweden – Deaf education status today 24 1.5 A brief reflective note on this study 29 2. theoretical issues in literacy and language research 30 2.1 Literacy and multilingual practices 30 2.2 Perspectives 35 2.3 A note on language spheres, communication and research methodologies 39 3. perspectives and methodological discussions in deaf education and literacy research. manual-oral-total-communication-bilingual 43 3.1. Issues – past and present 43 3.2. Research discussions on what constitutes language 49 3.3. Achievement issues. An introduction 53 3.4. Philosophical perspectives in research and the shaping of polarized discourses in Deaf education 55 3.5. Some current cross-cultural issues in Deaf education with a focus on understanding the latest phase in Deaf education 60 forskning i fokus • myndigheten för skolutveckling | sangeeta bagga-gupta • literacies and deaf education 2 4. textual, theoretical and methodological trends in the literature 70 4.1. Introduction 70 4.2. Nature of texts 71 4.3. Theoretical and methodological orientation in the literature. Some comments 83 4.4. Central assumptions in the (emerging) literature that focuses communicationpractices 86 5. specific research themes in the literature 89 5.1. Introduction 89 5.2. “Better model” studies or reporting 92 5.3. Demographic research 104 5.4. Cross-cultural comparative research 111 5.5. Research on impact of technologies 129 6. deaf bilingualism. an established theme in the literature 132 6.1. Introduction 132 6.2. Revisiting Deaf bilingual approaches. A conceptual analysis 133 6.3. Bilingualism and literacy 139 6.4. Swedish literature on the Deaf bilingual educational model 145 6.4.1. Introduction 145 6.4.2. Different issues in earlier studies 146 6.4.3. Historically focused studies and studies on achievement issues 147 6.4.4. Other studies on achievement issues 151 6.4.5. Further discussions on achievement and language issues 155 6.4.6. Some individual studies on the Swedish Deaf education system during the 1980s and 1990s 158 6.4.7. Projects related to the Swedish Deaf bilingual model and underlying assumptions 160 6.4.8. Reflections on the bilingual model projects and underlying assumptions 171 6.5. Concluding remarks 178 7. research on communication-practices. emerging trends from a new theme in the literature 181 7.1. Introduction 181 7.2. Revisiting the significance of studies that focus communication-practices 183 7.3. A brief note on the research-methodological issues in this body of research 185 7.4. Research focused on routine communication-practices or socialization activities 187 forskning i fokus • myndigheten för skolutveckling | sangeeta bagga-gupta • literacies and deaf education 3 7.4.1. Introduction to studies of language use in Deaf education 187 7.4.2. Individual micro-level studies 188 7.4.3. Studies by Maxwell and her colleagues since 1980 193 7.4.4. Some other studies on early acquisition and exposure to fingerspelling 196 7.4.5. Other developmental case studies 197 7.4.6. C. Erting’s 1982 doctoral study 199 7.4.7. Studies by Padden and her colleagues during the 1990s 201 7.4.8. Ramsey’s 1993 doctoral study 203 7.4.9. Studies at the Signs of Literacy, SOL, project 205 7.4.10. Some further studies on fingerspelling and their implications’ in signing settings 210 7.4.11. Studies within the “Deaf students as readers and writers” projects 211 7.4.12. Literature on ethnically diverse Deaf educational settings 215 7.4.13. Some Ph.D. studies at the turn of the millennium 217 7.4.14. Concluding note on research focused on routine communication-practices 223 7.5. Swedish literature on communication-practices 224 7.6. Concluding remarks 235 8. a conceptually pushed summarizing discussion and future research directions in sweden 238 8.1. Introduction 238 8.2. Situating research in comparative terms 240 8.3. Situating category research within issues of representation and diversity 246 8.4. Some further salient findings 254 8.5. Concluding suggestions for future research directions 262 Appendix 1: further notes on the data and analysis 271 Appendix 2: summary of projects and work Experiences (related to the Swedish Deaf bilingual model) 274 Appendix 3: Central grass root level movements that enabled deaf voices to become visible within academia and deaf education in the united states at the end of the 20th century 276 References 278 Internet Resources 305 Serien Forskning I Fokus vid Myndigheten för skolutveckling 308 forskning i fokus • myndigheten för skolutveckling | sangeeta bagga-gupta • literacies and deaf education 4 Förord Det finns en omfattande litteratur om Dövpedagogik. För att få hjälp med att reda ut begreppen literacy och Dövpedagogik och för att gå igenom den forskning som finns inom forskningsområdet gav Skolverket i uppdrag till Sangeeta Bagga Gupta att genomföra den översikt som nu föreligger. I denna kunskapsöversikt försöker författaren urskilja perspektiv och frågor i svensk och internationell forskning. Hon beskriver historiska förskjutningar och mönster som går att avläsa tack vare denna litteraturgenomgång. Intressanta brytningar tas upp. Fokus riktas mot både språk och lärande i såväl formella utbildningssammanhang som i vardagliga situationer inom och utanför skolan. Bagga Gupta säger själv, att hon vill lyfta fram de texter som förekommer, de teoretiska och metodologiska mönster som syns, de teman som träder fram samt de röster som hörs och ges uppmärksamhet. Hon efterlyser ett kritiskt tänkande och en diskussion som tar pedagogiska forskn- ingsperspektiv som utgångspunkt. Det är Myndigheten för skolutvecklings förhoppning att denna forskn- ingsöversikt blir ett kritiskt och konstruktivt bidrag i den pedagogiska diskussionen om literacy och Dövpedagogik. Annika Andrae Thelin Forskningschef forskning i fokus • myndigheten för skolutveckling | sangeeta bagga-gupta • literacies and deaf education 5 Acknowledgements Every project and every text has its own history and constitutes a unique journey. This book is no exception. The meta-research study that is presented here has been conducted in three different geographical settings in Sweden and the United States and has stretched over four distinct phases during the last nine years. The opportunity to focus on an area that has been at the center of controversies since the establishment of Deaf education in the 1600s has been a unique experience. This journey has also taken place in two other important senses. Studying the literature has allowed a journey back into time in order to understand the present philosophically oriented tensions in the field. The analysis has also required a meta approach to academic and faculty boundaries in order to critically understand issues in the area of literacies and Deaf education. A number of researchers and professionals have been involved in shaping the narrative presented in this book. Different drafts of different chapters and/or the entire text have been commented by research colleagues and professionals in Deaf education as well as researchers working in the field of education more generally. In addition to thanking everyone, I would like to mention the following researchers (presented in alphabetic order) who have played a key role in shaping this narrative: Carol Erting, Gallaudet University, USA, Carol Padden, University of California, San Diego, USA, Lars-Åke Domfors, Örebro University, Sweden, Michael Karchmer, Gallaudet University, USA, Roger Säljö, Gothenburg University, Sweden and Yerker Andersson, Gallaudet University, USA. Roger Säljö, in his role of scientific leader of this project, has raised important issues and skillfully assisted in negotiating what I experienced as dilemmas during the different phases. I am indebted to him and each of the above for critically important intellectual companionship at different stages. Each of the following colleagues have also, during the last few years, commented either the entire manuscript or major sections of it and/or have engaged in one on one discussions of the many issues that have emerged in the context of this study: Karin Allard, Birgittaskolan/Örebro University, Sweden, Lena Wiklander, Stiftelsen teckenspråkscentrum/Örebro University, Sweden, Päivi Fredang, Örebro University, Sweden, Ross Mitchell, Gallaudet University, USA, Stein-Erik Ohna, Stravanger University, Norway and Franz Dotter, University of Klagenfurt, Austria. Acknowledging feedback from colleagues does not amount to holding any of them responsible for the forskning i fokus • myndigheten för skolutveckling | sangeeta bagga-gupta • literacies and deaf education 6 interpretations and reflections that are offered in this book. Despite the collective authorship that any text of necessity should pay homage to, it is the finger-punching
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