Communities of Practice: Literacy and Deaf Children

Abstract

This article aims to discuss young deaf children's access to literacy within a sociocultural perspective. We introduce the concept of communities of practice as an aspect in early literacy development for young deaf children. Preschools are learning communities and thus constitute communities of practice. Our discussion on the use of communities of practice is based on a study of literacy practices in preschools with deaf and hearing children. The findings revealed that deaf children did not have adequate access to significant literacy events during preschool activities. We will argue that with regard to developing literacy, more attention should be given to the importance of participation, interaction and regularity for deaf children in these communities of practice.

Keywords:

• sociocultural theory
• communities of practice
• literacy
• deaf
• preschools

Notes

1 The study, ‘The path into literacy for young deaf children’ was undertaken within the Program for Practice-based Educational Research (PRAKUT; 2008–2012) and funded and directed by The Research Council of Norway. The main objective of PRAKUT was to enhance the quality of early childhood education and care, basic education (primary and secondary education), and teacher education. Further, it aimed to establish a common ground for related research and the field of practice and increase the practical application of research-based knowledge in early childhood education and care (ECEC) institutions. This was done with a view to ensure that teacher education and practices become more closely interlinked.