This linguistic ethnography was conducted in accommodated language education in Sweden, aimed at adult learners with deafness, hearing impairment, post-traumatic stress disorder, migration stress, or intellectual disability, here, focusing on the latter group, who attended Swedish language learning courses. We empirically investigate a decolonial crip literacy, by connecting language education to epistemic reciprocity. The decolonial lens is understood with regard to the marginalized and dis-abled body, under-represented in Applied Linguistics. More specifically, we focus on teacher positionality and ethical stance-taking among three of the teachers, to contribute an in-depth and situated account of a decolonial crip literacy, as counteracts of ableism and linguicism, and an orientation toward epistemic justice. Based on our linguistic ethnographic data, we suggest that the decolonial crip literacy project engages with disability-as-difference, positioning the dis-abled body as knower, via epistemic reciprocity, which is communicated through a multiplicity of communicative resources, materialities, and creativity. The paper contributes both to the theorizing of injustice in language education and to alternatives in pedagogical practice.

中文翻译：

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通过成人适应性语言教育中的非殖民性限制素养实现认知互惠

这种语言民族志是在瑞典的适应语言教育中进行的，针对患有耳聋、听力障碍、创伤后应激障碍、移民压力或智力障碍的成年学习者，这里重点关注参加瑞典语学习课程的后者。我们通过将语言教育与认知互惠联系起来，对非殖民化的残疾人读写能力进行实证研究。非殖民视角是针对边缘化和残疾人群体来理解的，在应用语言学中代表性不足。更具体地说，我们关注三位教师的教师立场和道德立场，以对非殖民性的残疾人读写能力进行深入和情境的描述，作为体能主义和语言主义的对抗，以及认识正义的方向。根据我们的语言民族志数据，我们建议非殖民性残疾人扫盲项目将残疾视为差异，通过认知互惠将残疾人定位为知识者，而认知互惠通过多种交流资源、物质性和创造力进行交流。这篇论文既有助于语言教育不公正的理论化，也有助于教学实践的替代方案。