It's Not Enough to Move Your Hands Beautifully': Teaching and Learning at a School for Deaf Students in Mexico

Autor/inn/en	Scott, Jessica A.; Kasun, G. Sue
Titel	It's Not Enough to Move Your Hands Beautifully': Teaching and Learning at a School for Deaf Students in Mexico
Quelle	In: International Journal of Bilingual Education and Bilingualism, 24 (2021) 8, S.1128-1146 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scott, Jessica A.) ORCID (Kasun, G. Sue)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2018.1545744
Schlagwörter	Deafness; Learning Processes; Teaching Methods; Sign Language; Spanish; Mexicans; Educational Experience; Sociocultural Patterns; Scaffolding (Teaching Technique); Individualized Instruction; International Cooperation; Educational Cooperation; Teacher Attitudes; Student Attitudes; Bilingualism; Visual Learning; Students with Disabilities; Foreign Countries; Learning Theories; Elementary Secondary Education; Biculturalism; Mexico + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Gebärdensprache; Spanisch; Mexikaner; Bildungserfahrung; Soziokulturelle Theorie; Individualisierender Unterricht; Internationale Kooperation; Internationale Zusammenarbeit; Education; cooperation; Kooperation; Lehrerverhalten; Schülerverhalten; Bilingualismus; Visual education; Visuelles Lernen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Ausland; Learning theory; Lerntheorie; Bikulturalität; Mexiko
Abstract	Little is known about the educational experiences of deaf children in Mexico. Schools for the deaf exist, but no research has examined instructional practices for children in these contexts. In this study, we adopt a sociocultural framework for language acquisition to document and understand how teachers at a bilingual (Mexican Sign Language and Spanish) school for the deaf in central Mexico support the learning of their students. Our findings indicate that teachers at this school prioritized deafness and how to leverage the visual modality to support student growth. They used a number of instructional practices familiar to English-speaking audiences, such as scaffolding, explicit instruction, and individualization, perhaps as a result of the close ties between the school and US-based collaborators. Finally, both teachers and students felt that collaboration, between the administration and teachers, among teachers, and among students, was essential. Findings indicate a need to explore these complex issues and expand burgeoning collaborations between bilingual and deaf education researchers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01