Developing an English language/literacy course for adult deaf learners: insights from the chalk-face

Roach, K.

Roach, K.

Abstract

This paper offers insights into the teaching of literacy / English language to adult learners who are severely and profoundly deaf. The paper builds on an earlier study (Denny 2002), which documents the inclusion of Deaf learners in an adult migrant ESOL program at the School of Languages, Auckland University of Technology, and the subsequent establishment of a Deaf only Literacy / English language course (Roach 2002, Thompson forthcoming). The present paper draws on the on-going reflections of the course developer / classroom teacher over a period of 4 years. A number of themes are identified and these are explored in relation to (1) adult literacy (2) bilingual education (3) ESOL methodology (4) curriculum development and (5) teacher decision-making. Practical suggestions are made that may help guide others in what is essentially uncharted territory.

Keywords

Adult literacy; Deaf learners; Course development; Bilingual instruction; Reflective practice

Date

2005

Source

CLESOL 2004: Language, Community, Diversity: Hearing Every Voice, Proceedings of the Ninth International Conference for Community Languages and English for Speakers of Other Languages, 1-15

Item Type

Conference Proceedings

Publisher

AUT University
CLESOL

Rights Statement

NOTICE: this is the author’s version of a work that was accepted for publication. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication.