We currently have 3 exciting projects running at DCAL that investigate the relationship between language and literacy development. One study looks at language comprehension in deaf children and is one of the largest research projects that involves deaf children here at DCAL. The goals of the project are to adapt a comprehension task from American Sign Language into British Sign Language (BSL) and to explore the effects of BSL vocabulary and BSL syntax toward deaf children’s comprehension of BSL. For this study, we will need 300 deaf children between age 4 and 18 years old so if you work at a school, know of resource base schools with deaf children, or are a parent/caregiver of a deaf child, do get in touch with Patrick Rosenburg and Kate Rowley at p.rosenburg@ucl.ac.uk. For more information, see our Development Research Page: http://www.ucl.ac.uk/pals/research/deafness-cognition-and-language-dcal/research-dcal/development-research In another study, we are investigating the relationshi

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12/2/2022

Studying at DCAL Last year, degree level teaching was challenging with blended learning (some sessions online, some in person). This year we are mostly back face to face teaching which is a relief! We still offer degree-level modules ‘Deafness, Cognition and Language’, ‘Sign Language Linguistics’, ‘Deaf Culture’ and modules on interpreting and on BSL. For postgraduate students, we still offer the MSc in Language Sciences with specialisation in Sign Language and Deaf Studies, which attracts students from around the world. This year we are excited to have a new addition to our teaching portfolio – i.e. contributions (lectures and case studies about language and cognition in deaf people, delivered by Dr. Kate Rowley) on the newly established BSc in Audiology, run by the UCL Ear Institute. Find out more about the courses we offer on our website.

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12/2/2022

Connected Learning Leads were established during the first lockdown period as peer-level support to co-ordinate the pivot to online learning in their departments.

Alison Clark-Wilson, Dima Khazem, Ian Raper, Daniel Verscharen and Zachary Walker talk about courage, well-being and fun as well as engagement in asynchronous and synchronous sessions, going from pedagogy to technology, and putting the student experience at the centre while adapting teaching and learning to dynamic contexts.

Recorded on 16 April 2021.

See UCL Education Conference submission for more information:
https://reflect.ucl.ac.uk/education-conference-2021/2021/04/06/78/

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4/18/2021

Centre for Language Literacy and Numeracy: Research & Practice Introduction to the six videos highlighting the work of the centre, followed by a Q&A with Dr Zachary Walker and Dr Amelia Roberts

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6/22/2020

Centre for Language, Literacy and Numeracy: Research and Practice Dr Claire Forrest is a Post-doctoral Research Fellow working on the Nuffield Foundation Project 'Empowering staff to enhance oral language in the early years'.

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6/17/2020

Centre for Language, Literacy and Numeracy: Research & Practice Dr Emma Sumner is a Lecturer in Psychology and Special Educational Needs

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6/15/2020

Centre for Language, Literacy and Numeracy: Research and Practice Dr Nelly Joye Research Fellow, ALLICC Lab & Research Associate, iREAD project

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6/12/2020

Chloë Marshall is Professor of Psychology, Language and Education at the UCL Institute of Education (IOE)and is Programme Leader for the MA/MSc in Educational Neuroscience. (If you would like to receive the poster that Chloë mentions in her presentation, please email her directly at chloe.marshall@ucl.ac.uk.)

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6/10/2020