The implication of translanguaging on the linguistic competencies of deaf students
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Date
2025
Journal Title
Journal ISSN
Volume Title
Publisher
Frontiers
Abstract
The language competencies of the deaf students are key to various academic
discourses that are associated with the learning outcome of deaf students and
social interaction between deaf individuals and non-deaf members of society.
Methods to assist the deaf in building appreciable language capacities have been
encouraged in various studies. Hence, translanguaging has been found as a concept
that could influence the linguistic repertoire of deaf students but there is a dearth
of systematic review studies on the influence of translanguaging in deaf education,
this study therefore provided evidence on the implication of translanguaging
in the education of deaf students. Ten bibliographic databases were identified
and comprehensively searched for academic papers on translanguaging in deaf
education. Thirteen published articles were carefully selected for in-depth content
analysis from 5,937 academic papers. The findings revealed that there is a scarcity
of studies on translanguaging in deaf education in Sub-Saharan Africa. This study
showed that translanguaging serves as an inclusive fulcrum in deaf education.
Furthermore, findings showed that translanguaging can be delivered through a
multi-modal approach and such approach can significantly improve the language
capabilities of deaf students. Implications were advised for research, policies, and
practices of translanguaging in deaf education
Description
This current study has bridged the existing research gap through this
current systematic review of the implication of translanguaging on the
linguistic competencies of deaf students
Keywords
Translanguaging, Deaf education, Deaf students, Linguistic competence, Linguistic repertoire, Namibia, University of Namibia