THE ROLE OF TEACHERS IN THE ACADEMIC ENGLISH LITERACY ACQUISITION EXPERIENCES OF DEAF COLLEGE STUDENTS

dc.creator	KATHRYN L. SCHMITZ
dc.date	2010-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:08:56Z
dc.date.available	2015-07-20T22:08:56Z
dc.identifier	1567-6617
dc.identifier	1573-1731
dc.identifier	https://doaj.org/article/ed2c1cd3651a43278dce1cc7e9295032
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/12383
dc.description	The purpose of this phenomenological study was to describe deaf college students’ perceptionsof their experiences learning academic English literacy vis à vis their teachers. The study examined thenarrated academic English literacy acquisition experiences and practices of 11 deaf and hard-of-hearingstudents at a hearing university with a large deaf student population. Through paradigmatic analysis ofnarrative data, the study located common themes, which revealed students’ perceptions of academic Englishliteracy acquisition, particularly with regard to their teachers.Methods employed in the study were phenomenological interviewing and recursive analysis. The primarydata sources were participant interviews and a focus group. Analysis was conducted through recursiveinteraction with the data, in which repeated reviews served to first elicit themes and meanings and thenconfirm interpretation of same.The study resulted in the following findings: Participants’ experiences resulted in a preference for instructorswho are highly competent communicators, and these tended to be deaf instructors. Participants encounteredcommunication challenges, including the inability of instructors to sign clearly or to understandwhat their students were saying to them, that restricted their learning. They also perceived instructors tohold expectations that were either too low, unclear, or rigid, which created internal contradictions betweenchallenge and remediation.The study concluded by showing how understanding deaf college students’ perceptions of academicEnglish literacy acquisition may inform and improve teaching practices with this population.
dc.language	English
dc.publisher	IAIMTE
dc.relation	http://l1.publication-archive.com/public?fn=enter&repository=1&article=331
dc.relation	https://doaj.org/toc/1567-6617
dc.relation	https://doaj.org/toc/1573-1731
dc.rights	CC BY-NC-ND
dc.source	L1 Educational Studies in Language and Literature, Vol 10, Iss 1, Pp 71-85 (2010)
dc.subject	phenomenology
dc.subject	paradigmatic analysis
dc.subject	academic English
dc.subject	literacy
dc.subject	deaf college students
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	THE ROLE OF TEACHERS IN THE ACADEMIC ENGLISH LITERACY ACQUISITION EXPERIENCES OF DEAF COLLEGE STUDENTS
dc.type	article