View in EDS

The Burden of Sustaining Communication: Communication Breakdowns Experienced by Deaf Students and Their Communication Support Workers in a Further Education College

Saved in:
Bibliographic Details
Title: The Burden of Sustaining Communication: Communication Breakdowns Experienced by Deaf Students and Their Communication Support Workers in a Further Education College
Language: English
Authors: Cristián Iturriaga (ORCID 0000-0002-0081-8692)
Source: Language, Culture and Curriculum. 2025 38(1):97-112.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Adult Education
Higher Education
Postsecondary Education
Descriptors: Student Experience, Inclusion, Deafness, Oral Communication Method, Mainstreaming, Acculturation, Academic Accommodations (Disabilities), Resource Staff, Augmentative and Alternative Communication, Adult Education, Foreign Countries, College Students, Students with Disabilities, Communication Problems, Assistive Technology, Deaf Interpreting, Sign Language, Student Attitudes
Geographic Terms: United Kingdom (England)
DOI: 10.1080/07908318.2024.2418847
ISSN: 0790-8318
1747-7573
Abstract: The educational inclusion of deaf students in England is usually interpreted as placement in mainstream settings alongside hearing students, creating unintended pressure for assimilation to the communicative needs of hearing people. In this context, it is deaf students and their communication support staff who are left to deal with communicative disparities found in educational settings. This ethnographic study explored episodes of communication breakdown in communicative interactions of 5 deaf college students in a further education college in Northern England. Analysis coded what was the source of breakdown, who noticed it, who repaired communication and what strategy was used. Findings were organised into three themes, reflecting how breakdowns were dealt with either by deaf students or their Communication Support Workers, or as a shared concern with teaching staff. Overall, deaf students were noted to deal with miscommunication through translanguaging, deploying their multilingual and multimodal repertoires to engage with multiple audiences and repair communication. Findings reflect how deaf students are overburdened with responsibility for ensuring communication is sustained, which opens further questions regarding the pressure to assimilate to hearing normative ways of communicating. Restricting deaf students' communication to English may limit their development as bi/multilinguals and their learning experiences.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1468225
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1468225
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Burden of Sustaining Communication: Communication Breakdowns Experienced by Deaf Students and Their Communication Support Workers in a Further Education College
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Cristián+Iturriaga%22">Cristián Iturriaga</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0081-8692">0000-0002-0081-8692</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Language%2C+Culture+and+Curriculum%22"><i>Language, Culture and Curriculum</i></searchLink>. 2025 38(1):97-112.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Adult+Education%22">Adult Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Deafness%22">Deafness</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Communication+Method%22">Oral Communication Method</searchLink><br /><searchLink fieldCode="DE" term="%22Mainstreaming%22">Mainstreaming</searchLink><br /><searchLink fieldCode="DE" term="%22Acculturation%22">Acculturation</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Accommodations+%28Disabilities%29%22">Academic Accommodations (Disabilities)</searchLink><br /><searchLink fieldCode="DE" term="%22Resource+Staff%22">Resource Staff</searchLink><br /><searchLink fieldCode="DE" term="%22Augmentative+and+Alternative+Communication%22">Augmentative and Alternative Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Education%22">Adult Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Problems%22">Communication Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Assistive+Technology%22">Assistive Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Deaf+Interpreting%22">Deaf Interpreting</searchLink><br /><searchLink fieldCode="DE" term="%22Sign+Language%22">Sign Language</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/07908318.2024.2418847
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0790-8318<br />1747-7573
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The educational inclusion of deaf students in England is usually interpreted as placement in mainstream settings alongside hearing students, creating unintended pressure for assimilation to the communicative needs of hearing people. In this context, it is deaf students and their communication support staff who are left to deal with communicative disparities found in educational settings. This ethnographic study explored episodes of communication breakdown in communicative interactions of 5 deaf college students in a further education college in Northern England. Analysis coded what was the source of breakdown, who noticed it, who repaired communication and what strategy was used. Findings were organised into three themes, reflecting how breakdowns were dealt with either by deaf students or their Communication Support Workers, or as a shared concern with teaching staff. Overall, deaf students were noted to deal with miscommunication through translanguaging, deploying their multilingual and multimodal repertoires to engage with multiple audiences and repair communication. Findings reflect how deaf students are overburdened with responsibility for ensuring communication is sustained, which opens further questions regarding the pressure to assimilate to hearing normative ways of communicating. Restricting deaf students' communication to English may limit their development as bi/multilinguals and their learning experiences.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1468225
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1468225
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/07908318.2024.2418847
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 97
    Subjects:
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Deafness
        Type: general
      – SubjectFull: Oral Communication Method
        Type: general
      – SubjectFull: Mainstreaming
        Type: general
      – SubjectFull: Acculturation
        Type: general
      – SubjectFull: Academic Accommodations (Disabilities)
        Type: general
      – SubjectFull: Resource Staff
        Type: general
      – SubjectFull: Augmentative and Alternative Communication
        Type: general
      – SubjectFull: Adult Education
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Communication Problems
        Type: general
      – SubjectFull: Assistive Technology
        Type: general
      – SubjectFull: Deaf Interpreting
        Type: general
      – SubjectFull: Sign Language
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: United Kingdom (England)
        Type: general
    Titles:
      – TitleFull: The Burden of Sustaining Communication: Communication Breakdowns Experienced by Deaf Students and Their Communication Support Workers in a Further Education College
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Cristián Iturriaga
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0790-8318
            – Type: issn-electronic
              Value: 1747-7573
          Numbering:
            – Type: volume
              Value: 38
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Language, Culture and Curriculum
              Type: main
ResultId 1