User:Leesinher/Sign language

Literacy among sign language users as a multimodal practice involving signed, written, visual, and digital forms of communication.[1][2] Deaf si

User:Leesinher/Sign language

Literacy and multimodal communication

A Ghanaian sign language interpreter at a Wikipedia training at the Special Education Department of the University of Education, Winneba

Literacy among sign language users as a multimodal practice involving signed, written, visual, and digital forms of communication.[1][2] Deaf signers use sign languages alongside written languages and other communicative resources to create and convey meaning across a variety of contexts. This perspective emphasizes the role of multiple modes of communication in literacy practices with Deaf communities.[2]

Literacy practices

Studies of multimodal composition have documented how sign language users integrate signed and written languages in communication practices.[1] Communication among Deaf signers often involves multiple modes of expression, including sign languages, written text, visual media, and other communicative resources.[1][2]

Translanguaging practices among sign language users involve individuals drawing upon resources from multiple languages and modalities according to communicative needs and social contexts.[3][1] These practices demonstrate the interconnected use of signed and written languages rather than treating them as separate systems of communication.[1]

Language access and accessibility is important in Deaf communication.[4] Sign language interpreting, real-time captioning, and access technologies play a role in supporting participation in educational, professional, and community settings.[5][6] Accessible communication environments are important because communication barriers and accommodation practices can affect participation and inclusion.[7][4]

These perspectives have contributed to broader understandings of literacy by recognizing the diverse communicative practices through which Deaf communities create, share, and interpret meaning.[1][2]


References

  1. ^ a b c d e f Cooper, Audrey C.; Nguyen Tran Thuy Tien (2017). "Composing with Signed and Written Languages: Our Process [Composing With]" (PDF). Composition Studies. 45 (1): 13–18.
  2. ^ a b c d Day, Meg (2018). "Unfit to Print: Refusing the Page in Deaf Poetics". Wordgathering.com. Retrieved June 9, 2026.{{cite web}}: CS1 maint: url-status (link)
  3. ^ Canagarajah, A. Suresh. (2011). "Codemeshing in Academic Writing: Identifying Teachable Strategies of Translanguaging."". The modern language Journal. 95 (3): 401–417 – via ResearchGate.
  4. ^ a b Singleton, Jenny; Jones, Gabrielle; Hanumantha, Shilpa (2014). "Toward Ethical Research Practice with Deaf Participants". Journal of Empirical Research on Human Research Ethics. 9: 59–66 – via National Library of Medicine.
  5. ^ Fink, Margaret; Butler, Janine; Stremlau, Tonya; Kerschbaum, Stephanie L.; Bruggemann, Brenda Jo (2020). "Honoring access needs at academic conferences through computer assisted real-time captioning (CART) and sign language interpreting". College Composition and Communication. 72 (1): 103–106 – via JSTOR.
  6. ^ Millett, Pam (2023). "The Connected Life: Using Access Technology at Home, at School and in the Community". Education Sciences. 13 (8): 761 – via MDPI.
  7. ^ Karpicz, J; Brad, T; Brilmyer, G (2025). ""I am used to being extremely patient because I'm forced to be": The affective politics of accommodation for disabled archivists". Frontiers in Sociology. 19.

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