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Ahereza, N., Nyarko, M., Fan, H.R., Gillen, J. & Zeshan, U. (2016) SLEND Sign Language to English by the Deaf: literacy development with Deaf communities using sign language, peer tuition, and learner-generated online content. In U.I. Ogbonnaya & S. Simelane-Mnisi (Eds.), Proceedings of the South Africa International Conference on Educational Technologies : “Empowering the 21st century learner”, 24-26 April 2016, Manhattan Hotel, Pretoria (pp. 96–106). Pretoria, South Africa: African Academic Research Forum.

Deaf Multiliteracies - From Literacy to Multiliteracies

(Live reports from the International Institute for Sign Languages and Deaf Studies (iSLanDS).

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Gillen, J., Papen, U., Zeshan, U. & Panda, S. (2015) Literacy development with deaf communities in India: Designing a sustainable educational innovation. Paper presented at the 19th European Conference on Literacy, Klagenfurt, Austria, 13-16 July.

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Gillen, J., Fan, H.R., Ahereza, N., Nyarko, M., Panda, S. & Zeshan. U. (2016) Exploring the place of the digital in deaf learners’ lives: Explorations from a project in India, Uganda and Ghana. Conference on Language, Literacy and Identity. Sheffield, July.

Parasara, M. & Viradiya, T. (2016) Deaf Adults’ English Literacy Development in an ISL-based Peer Education Context. 12th International Conference on South Asian Language and Linguistics (ICOSAL12), Panel on Indian Sign Language. Hyderabad, January.

(UK Research and Innovation)

(Lancaster University)

Sahasrabudhe, S. (2010) Online elementary-level English literacy programme for young deaf adults using Indian Sign Language. Masters thesis, University of Central ³ÉÈËÊÓƵ.

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(Live reports from the International Institute for Sign Languages and Deaf Studies (iSLanDS).

Zeshan, U. (2016) ‘Deaf literacy.’ Contribution to a Workshop on Co-construction of Research and Working with Stakeholders. Conference on Lessons from a Decade’s Research on Poverty: Innovation, Engagement and Impact. Pretoria, March.

Zeshan, U., Fan, H.R., Gillen, J., Panda, S., Papen, U, Tusting, K., Waller, D. & Webster, J. (2016) . Preston, University of Central ³ÉÈËÊÓƵ.

Zeshan, U., Bhattacharya, T., Gillen, J., Mathew, S., Papen, U., Panda, S., Randhawa, S., Tusting, K., & Waller, D. (2017) . Preston, University of Central ³ÉÈËÊÓƵ.

• Julia Gillen, Lancaster University
• Uta Papen, Lancaster University
• Karin Tusting, Lancaster University
• Phil Tubman, Lancaster University
• Daniel Waller, UCLan
• Jenny Webster, UCLan
• Rita Fan Huhua, UCLan (PhD student)
• Phil Howarth, UCLan
• Eilidh Rose McEwan, UCLan (PhD student)
• Sibaji Panda, Rural Lifeline Trust,
• India George Akanlig-Pare, University of Ghana
• Anthony Mugeere, Makerere University, Uganda
• Christian Jones, University of Liverpool

• Uganda National Association of the Deaf (UNAD)
• Lancaster University Ghana National Institute of Speech and Hearing Lancaster University
• Rural Lifeline Trust (RLT), India
• , Lancaster University
• Makerere University, Uganda
• Dr Shakuntala Misra National Rehabilitation University (DSMNRU), India

• Peer education by deaf signers, and course materials in sign language, has improved their access to learning English, opening doors to technology, further education, employment, and an enriched social life. The programme has benefited deaf people who have inadequate interpreter provision or who lack the funding or skills necessary to access traditional education.
• The economic and societal impact of this study has been maximised through the involvement of deaf individuals in every aspect, from researcher to learner, including research assistants (RAs), peer tutors (PTs), and learners, as well as members of the project team. Improving deaf people’s employability by providing has added social and economic benefit to India, Ghana and Uganda. Partnership with and other deaf organisations has been central to engagement with stakeholders, and helped us ensure that deaf people in the target countries who want to improve their English literacy skills were able to be involved.
• Through meetings with the Indian Advisory Committee, we determine our priorities and recommend , in-service training for teachers to raise awareness about our approach, training for more peer tutors, and work with children in schools.
• To make our approach more accessible to stakeholders, we produced a 45-minute documentary film about our project together with Indian deaf filmmakers, and screened it at the A short 10-minute feature film by deaf actors and directors entitled ‘Hello literacy!’ was also produced. In addition to numerous , the project also generated a dedicated Deaf Literacy website with content in sign languages and English.
• Our data and analysis are deaf-led, using the capacities and agency of deaf people, including learners, researchers, research assistants, peer tutors, and partners. We focus on deaf people’s right to use their first language (L1), sign language; collaborations/partnerships between universities/experts/communities/organisations in the Global South and North; and empowering project members in the Global South.
• Training and capacity building, especially by the deaf project staff, takes place in dedicated training periods. Some have received and university scholarships.
• Findings are taken forward into further research and active capacity building. Our innovative literacy provision model is being extended to other countries, including to through a British Council-funded university exchange.