ABSTRACT

Comparatively little research on linguistic access in deaf education has occurred in the Caribbean when compared to the rest of the world. During the COVID-19 pandemic, many Caribbean countries attempted large-scale e-learning for the first time. This study investigates how an emergent system of e-learning that started during crisis conditions affects the linguistic access of deaf students in Trinidad and Tobago. The framework for investigation encompasses the learning management system, course materials and language and communication involved in e-learning. A phenomenological method of inquiry is employed to understand the processes of receiving and providing online deaf education in terms of those who experience it. Data are triangulated from deaf primary and secondary school students, their teachers, interpreters and parents. Deaf learners encountered unique modality-specific barriers since e-learning in the country was not prepared to convey the full range of communication available in sign language. Challenges also stemmed from institutional support issues, existing social inequalities and the unique sociolinguistic history of the local deaf community. These conditions have implications for deaf students’ language learning and academic success. These are important considerations of e-learning or blended learning practices for deaf learners that deserve further empirical scrutiny.

摘要

与世界其他地区相比，加勒比地区的聋人教育中的语言获取研究相对较少。在 COVID-19 大流行期间，许多加勒比国家首次尝试大规模电子学习。本研究调查了在危机情况下启动的新兴电子学习系统如何影响特立尼达和多巴哥聋哑学生的语言学习。调查框架包括电子学习中涉及的学习管理系统、课程材料以及语言和交流。采用现象学的探究方法来了解接受和提供在线聋人教育的过程。数据来自聋哑中小学生、他们的老师、口译员和家长。聋哑学习者遇到了独特的模式特定障碍，因为该国的电子学习尚未准备好以手语传达全方位的交流方式。挑战还源于机构支持问题、现有的社会不平等和当地聋人社区独特的社会语言学历史。这些条件对聋学生的语言学习和学业成功有影响。这些是耳聋学习者电子学习或混合学习实践的重要考虑因素，值得进一步实证研究。现有的社会不平等和当地聋人社区独特的社会语言学历史。这些条件对聋学生的语言学习和学业成功有影响。这些是耳聋学习者电子学习或混合学习实践的重要考虑因素，值得进一步实证研究。现有的社会不平等和当地聋人社区独特的社会语言学历史。这些条件对聋学生的语言学习和学业成功有影响。这些是耳聋学习者电子学习或混合学习实践的重要考虑因素，值得进一步实证研究。