{"title":"在追求“超越”有限的语言观的过程中。1997-2018年教育科学、语言研究和聋人研究领域的交叉研究","authors":"Giulia Messina Dahlberg, Sangeeta Bagga-Gupta","doi":"10.1080/14643154.2018.1561782","DOIUrl":null,"url":null,"abstract":"ABSTRACT In recent decades, a growing body of scholarship has recognised the inappropriateness of conceptualising and representing communicative practices in terms of essentialized codes where different named language-varieties and modalities mutually exclude one another. At the same time, making visible complex practices has resulted in methodologies and representational techniques that, while seeking to “go beyond” boundaries across language-varieties and modalities, may, in fact, deploy and even reinforce such boundaries. Empirical studies across the last 20 years that focus on analyses and representations seeking to contribute to such a “going beyond” agenda are identified and scrutinised here. The concepts of Languaging, and its neologism Translanguaging, are focused upon in this study, with the aim of shedding light on how such a “going beyond” agenda is conceptualised and adopted in the research on Bilingual Education of Deaf Individuals, BEDI. The findings of this systematic search illustrate the fragmentation of the fields related to languaging and BEDI, highlighting that the “going beyond” agenda has, in fact, still not managed to reach beyond its own boundaries in terms of disciplinary epistemologies and ontologies.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":"27 1","pages":"74 - 98"},"PeriodicalIF":1.1000,"publicationDate":"2019-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":"{\"title\":\"On the quest to “go beyond” a bounded view of language. Research in the intersections of the Educational Sciences, Language Studies and Deaf Studies domains 1997–2018\",\"authors\":\"Giulia Messina Dahlberg, Sangeeta Bagga-Gupta\",\"doi\":\"10.1080/14643154.2018.1561782\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT In recent decades, a growing body of scholarship has recognised the inappropriateness of conceptualising and representing communicative practices in terms of essentialized codes where different named language-varieties and modalities mutually exclude one another. At the same time, making visible complex practices has resulted in methodologies and representational techniques that, while seeking to “go beyond” boundaries across language-varieties and modalities, may, in fact, deploy and even reinforce such boundaries. Empirical studies across the last 20 years that focus on analyses and representations seeking to contribute to such a “going beyond” agenda are identified and scrutinised here. The concepts of Languaging, and its neologism Translanguaging, are focused upon in this study, with the aim of shedding light on how such a “going beyond” agenda is conceptualised and adopted in the research on Bilingual Education of Deaf Individuals, BEDI. The findings of this systematic search illustrate the fragmentation of the fields related to languaging and BEDI, highlighting that the “going beyond” agenda has, in fact, still not managed to reach beyond its own boundaries in terms of disciplinary epistemologies and ontologies.\",\"PeriodicalId\":44565,\"journal\":{\"name\":\"Deafness & Education International\",\"volume\":\"27 1\",\"pages\":\"74 - 98\"},\"PeriodicalIF\":1.1000,\"publicationDate\":\"2019-03-28\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"3\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Deafness & Education International\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/14643154.2018.1561782\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Deafness & Education International","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/14643154.2018.1561782","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
On the quest to “go beyond” a bounded view of language. Research in the intersections of the Educational Sciences, Language Studies and Deaf Studies domains 1997–2018
ABSTRACT In recent decades, a growing body of scholarship has recognised the inappropriateness of conceptualising and representing communicative practices in terms of essentialized codes where different named language-varieties and modalities mutually exclude one another. At the same time, making visible complex practices has resulted in methodologies and representational techniques that, while seeking to “go beyond” boundaries across language-varieties and modalities, may, in fact, deploy and even reinforce such boundaries. Empirical studies across the last 20 years that focus on analyses and representations seeking to contribute to such a “going beyond” agenda are identified and scrutinised here. The concepts of Languaging, and its neologism Translanguaging, are focused upon in this study, with the aim of shedding light on how such a “going beyond” agenda is conceptualised and adopted in the research on Bilingual Education of Deaf Individuals, BEDI. The findings of this systematic search illustrate the fragmentation of the fields related to languaging and BEDI, highlighting that the “going beyond” agenda has, in fact, still not managed to reach beyond its own boundaries in terms of disciplinary epistemologies and ontologies.
期刊介绍:
Deafness and Education International is a peer-reviewed journal published quarterly, in alliance with the British Association of Teachers of the Deaf (BATOD) and the Australian Association of Teachers of the Deaf (AATD). The journal provides a forum for teachers and other professionals involved with the education and development of deaf infants, children and young people, and readily welcomes relevant contributions from this area of expertise. Submissions may fall within the areas of linguistics, education, personal-social and cognitive developments of deaf children, spoken language, sign language, deaf culture and traditions, audiological issues, cochlear implants, educational technology, general child development.