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ERIC Number: ED522100
Record Type: Non-Journal
Publication Date: 2010
Pages: 241
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1243-6923-5
ISSN: N/A
Ugly Ducklings or Beautiful Swans? Exploring the Truths of Hard of Hearing Students' Foreign Language Learning Experiences in the Postsecondary Education
Liao, Yi-hung
ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin - Madison
This study examines how specific experiences of disability (i.e. hearing loss) come into being and how they are articulated within foreign language educational practices. It particularly explores issues of social justice and equity regarding the discursive embracement of power relations and situated contextualization of hard-of-hearing students' foreign language learning experiences. Foucault's genealogical method was drawn on for tracing and revealing the contingent and fractured human realities which have formed the hard-of hearing students' present in the foreign language learning experiences. Adopting interdisciplinary approaches to grasp the complexities of disabled beings in foreign language learning, the researcher aims to embark on such an empowering practice of making the familiar strange, problematizing the taken-for-granted, and uncovering the linguistic, discursive, and cultural processes that serve to subordinate some people while privileging others, locking some people up in essentialized/fixed subject positions and negatively valued identities while creating mobile, fluid, valued, multiple identities and subject positions for the powerful. The results show of the prevalent governing power reflective of a hearing epistemological and normative ideological position regarding hard-of-hearing students as deficit learners to be silenced and low achievers to be excluded in the foreign language classrooms. Ultimately, this study hopes to play as a starting point to initiate a wide-ranging and provocative dialogue around the issues, concerns, and even fears of the hard of hearing students and foreign language educators to provide a more open and holistic environment for the development of effective social justice policies and practices in educational environments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A