| Popis: |
Living in a modern world where linguistic and cultural diversity, enhanced by a host of technologies, are present in people's daily lives, demands skills on multiliteracies, which must incorporate the different languages and cultures and the different forms in which texts appear (Cope & Kalantzis, 2009). For an emancipatory approach to the deaf as critical agents of citizenship, capable of acting and intervening in the different spheres of society, they need to build up skills to deal with multilingualism and multimodality. Language and literacies of the deaf have been widely discussed in the scientific literature in recent decades, from broader studies about reading and language development of the deaf (Domínguez, Pérez, & Alegría, 2014; Goldin-Meadow & Mayberry, 2001; Lederberg, Miller, Easterbrooks, & Connor, 2014; Spencer & Marschark, 2010; Y. Wang & Andrews, 2014; Worsfold, Mahon, Pimperton, Stevenson, & Kennedy, 2018), to those on more specific themes, such as the use of reading strategies (Banner & Wang, 2011; Furlonger, 2016; Schirmer, Bailey, & Lockman, 2004), emergent literacy skills (Easterbrooks, Lederberg, Miller, Bergeron, & McDonald Connor, 2008; Kyle & Harris, 2011; Zupan & Dempsey, 2013), reading comprehension response to complex grammar (Traxler, Corina, Morford, Hafer, & Hoversten, 2013), the impact of new technologies on literacy development (Harris, 2015), and those that focus on how to teach reading to this public (Ducharme & Arcand, 2011; Martins, 2015). Moreover, in recent years, multi/plurilingualism related to the deaf has given rise to research that comes from the multidisciplinary fields of Language Studies, Deaf Studies and Educational Sciences and discuss language issues within a plurilingual1 view, even if they have different approaches and diverse focus and objectives. info:eu-repo/semantics/publishedVersion |
