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Identity positioning and languaging in deaf-hearing worlds: Some insights from studies of segregated and mainstream educational settings
Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Lärandepraktiker i och utanför skolan (LPS), Communication, Culture & Diversity @ JU (CCD@JU).ORCID-id: 0000-0002-1846-858X
2020 (Engelska)Ingår i: Deaf identities: Exploring new frontiers / [ed] I. W. Leigh & C. A. O'Brien, New York, NY: Oxford University Press, 2020, s. 162-192Kapitel i bok, del av antologi (Refereegranskat)
Abstract [en]

In this chapter, the author, a hearing multidisciplinary scholar, uses her expertise in spoken, signed, and written languages to explore the relationships between language issues and the development of deaf identities. The research that she presents illustrates the ways in which various communication forms including spoken, signed, and written languages can shape the meaning of deaf identities. The focus is on what transpires in segregated and mainstream Swedish classrooms in terms of communication patterns and how the language variety and modality is used to influence the identity positioning of not only deaf students but also the adults who interact with them. A narrow focus on language use can lead to a homogeneous language-learner identity position. In contrast, a broader focus on language use can facilitate a heterogeneous fluid language-learning position where many ways of being deaf is facilitated.

Ort, förlag, år, upplaga, sidor
New York, NY: Oxford University Press, 2020. s. 162-192
Nyckelord [en]
language variety, identity positioning, bilingual communication, monolingualism, educational settings, languaging, chaining, monolingual
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Identifikatorer
URN: urn:nbn:se:hj:diva-46955DOI: 10.1093/oso/9780190887599.003.0008ISBN: 9780190887599 (tryckt)OAI: oai:DiVA.org:hj-46955DiVA, id: diva2:1374931
Tillgänglig från: 2019-12-03 Skapad: 2019-12-03 Senast uppdaterad: 2019-12-03Bibliografiskt granskad

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Bagga-Gupta, Sangeeta

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