Deaf students' note-taking: welcoming translanguaging strategies to consider pedagogical perspectives - Laboratoire de Linguistique et Didactique des Langues Etrangères et Maternelles
Proceedings Year : 2022

Deaf students' note-taking: welcoming translanguaging strategies to consider pedagogical perspectives

Abstract

We are interested in deaf students' note-taking in a specific university teaching situation where the language of instruction is French Sign Language (LSF). Even when teaching is in LSF -which has no writing -access, appropriation and evaluation of the knowledge implies in part the second language of the students: the written French. If the teacher's discourse is given in LSF, other resources are mobilized in the supports (written French, drawing, schematization, etc.). Note-taking reveals the copresence of these two languages used in the teacher's discourse and reflects the spontaneous translanguaging practices of the students. We propose to describe these practices.

We will open perspectives on the pedagogical devices to support these strategies, in order to reinforce the acculturation to academic literacy of deaf students.

Nous ouvrirons des perspectives sur les dispositifs pédagogiques qui peuvent être envisagés pour étayer ces stratégies, afin de renforcer l'acculturation à la littéracie universitaire des étudiants sourds.
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Dates and versions

hal-04748352 , version 1 (22-10-2024)

Identifiers

  • HAL Id : hal-04748352 , version 1

Cite

Marion Fabre, Isabelle Estève. Deaf students' note-taking: welcoming translanguaging strategies to consider pedagogical perspectives. In C. Moreau et al. (Ed.), the International Conference on “Minority languages spoken or signed and inclusive spaces, 2022. ⟨hal-04748352⟩
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