“Becoming Deaf” and “Being a Deaf Teacher” : A Deaf teacher’s Negotiation of Identity and Teacher Beliefs

ロウシャ　ニ　ナルコト　ト　ロウキョウシ　ニ　ナルコト　アル　ロウキョウシ　ノ　アイデンティティ　ト　ビリーフ　ノ　ヘンヨウ

ツツミ, アヤナ

Tsutsumi, Ayana

田中, 瑞穂

タナカ, ミズホ

Tanaka, Mizuho

佐野, 愛子

サノ, アイコ

Sano, Aiko

Mother Tongue, Heritage Language, and Bilingual Education Research Association

ろうアイデンティティ

教師ビリーフ

対話的自己エスノグラフィー

Research Papers

There are two different approaches to Deaf education: the aural-oral approach, which focuses only on the hearing impairment of Deaf children, and the bilingual approach to Deaf education. The difference between these two approaches is important not only for the discussion of the effectiveness of sign language in Deaf education but also for the identity of Deaf people and the beliefs of teachers involved in Deaf education practice. This study documents how a Deaf teacher who grew up in an aural-oral approach and later served as a teacher at two deaf schools; one in aural-oral approach and the other in bilingual approach, established and transformed her identity as a Deaf person and at the same time transformed her beliefs about education, language, and language teaching. Along with methodological considerations surrounding the use of dialogic autoethnography that allows for scholarly reporting by minorities themselves, the present study analyses how three things have interacted with each other in their transformation: growing up as a Deaf child in a hearing family, being Deaf, and being a practitioner of Deaf education.

田中, 瑞穂

佐野, 愛子