Digital language and literacy resources are commonly organized around spoken-language assumptions, leaving signed languages peripheral or treating them primarily as accessibility additions. This presentation examines the development of a bilingual digital pedagogy through the participatory design of dual-language American Sign Language (ASL)–English literacy applications for Deaf children aged 6–13. Drawing on iterative input from Deaf children, educators, research scientists, and interactive media developers, the project considers how linguistic and cultural responsiveness can be translated into concrete pedagogical and design decisions.
The presentation focuses on three features of the applications: the representation of ASL phonological structure through handshape-based activities; separate picture and text modes that support relationships among sign, meaning, and English orthography; and visually accessible feedback that positions ASL as a language of instruction rather than as a supplement to English. Together, these features illustrate how bilingual digital pedagogy can support literacy learning across signed and written modalities without positioning spoken language as the necessary or default pathway to reading.
By foregrounding Deaf children and educators within the design process, the project contributes to culturally sustaining bilingual pedagogy and inclusive educational media design. It argues that accessibility alone is insufficient: digital learning environments must also reflect the linguistic organization, cultural knowledge, and learning practices of the communities they are intended to serve. The presentation concludes with principles for designing signed-language educational media that can support more equitable and linguistically responsive approaches to digital literacy instruction.

Authors:
Lynn McQuarrie, University of Alberta, Canada
Stephanie Yong, University of Alberta, Canada
Eric Lam, University of Alberta, Canada

About the Presenter(s)
Dr. Lynn McQuarrie is a Professor of Educational Psychology & the David Peikoff Endowed Chair in Deaf Studies, Faculty of Education, University of Alberta, Edmonton, AB, Canada

See this presentation on the full schedule – Monday Schedule

Bookmark