Open AccessTranslanguaging Supports Reading with Deaf Adult Bilinguals: A Qualitative Approach
Author(s) -
Dan Hoffman,
Ju-Lee A. Wolsey,
Jean Andrews,
M. Diane Clark
Publication year - 2017
Publication title -
the qualitative report
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.335
H-Index - 35
ISSN - 2160-3715
DOI - 10.46743/2160-3715/2017.2760
Subject(s) - translanguaging , linguistics , psychology , literacy , american sign language , reading comprehension , reading (process) , neuroscience of multilingualism , meaning (existential) , qualitative research , metalinguistic awareness , sign language , pedagogy , sociology , philosophy , social science , psychotherapist
Translanguaging is a pedagogical theory and an approach to teaching language. It conceptualizes the dynamic ways in which bilinguals use their linguistic repertoire and language practices in both languages for learning, meaning-making, reading, and writing. This study reports on the results of a qualitative study using Grounded Theory. The research question posed was, “what insights do bilingual Deaf readers provide regarding their metalinguistic processes and reading strategies used during translanguaging? To answer this question, responses were gathered from Deaf adults who were interviewed on their language and literacy histories. Further, they were queried about their reading comprehension practices using translanguaging. The researchers used videotaped interviews taken in American Sign Language (ASL) then glossed into English for analyses to examine how Deaf adults comprehended English expository texts. Based on the data analysis, the core category, “bridge to literacy” was revealed after identifying seven themes. Recommendations for future research using the translanguaging bilingual theory and practice are included.