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ERIC Number: EJ1007100
Record Type: Journal
Publication Date: 2013-May
Pages: 17
Abstractor: ERIC
Reference Count: 23
ISSN: ISSN-0098-6291
Listening for Silenced Voices: Teaching Writing to Deaf Students and What It Can Teach Us about Composition Studies
Seessel, Jessica
Teaching English in the Two-Year College, v40 n4 p399-415 May 2013
For many writing teachers, helping students discover, explore, refine and, most importantly, inhabit their "voices" is both the teachers' greatest challenge and pleasure. Voice, they tell them, is what their writing "sounds" like when someone reads it; it is their personality on the page; it is the writer "speaking" to the reader. But what happens if one is deaf? What happens to students whose voices are not primarily speaking voices? In other words, what of the student whose primary mode of communication is sign language, a language whose grammar is so different from standard written English that there is no widely accepted way to adequately represent it using a written language? This is the story of one such student--Kasmira--and one writing teacher--the author--and what they learned together about teaching, learning, and writing in the fall semester of 2010. In this article the author explores the issue of teaching deaf and hard-of-hearing students in mainstreamed classrooms and argue that the lessons the author learned not only are relevant to the teaching of deaf and hard-of-hearing students but also can inform the teaching of all composition students. (Contains 5 notes.)
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A