Year: 2023

Writing teachers play an extraordinarily important role in their students’ writing development. Teachers’ motivational beliefs, such as attitudes toward writing,perceptions of their efficacy to teach writing, or preparation to use evidence based instructional practices, impact their writing instruction, which directly affectsthe advancement of students’ writing skills. Deaf writers are a subpopulation of writers who may […]

Since students’ writing skills are largely shaped by the quality of instruction they receive, we can learn from what teachers report about their beliefs and approaches to the teaching and learning of writing. This study explores the state of writing instruction at secondary levels with deaf and hard of hearing (DHH) studentsthrough a mixed-methods approach […]

This study explores the intertwined phenomena of language deprivation, emergent writing, and translanguaging in deaf students without additional disabilitiesin grades 3–6. A case study was conducted using deductive and inductive approaches to analyze 42 writing samples. There were four areas of focus: (1)stages of emergent writing development, (2) writing change over time, (3) emerging writing […]

In this conceptual article, the authors introduce the Translanguaging Framework for Deaf Education (TFDE), drawing upon two perspectives on language and learning: crip linguistics and critical translanguaging space. The TFDE is a retheorization of the Language Zone, a pedagogical framework for supporting language learning in deaf education, and is designed to support educators to approach […]