Reflections on sign language literacy and sign language literature, with reference to the Common European Framework of Reference for languages

The definition of literacy has evolved from its original definition as a cognitive ability towards written texts. Following the increase in the study of multilingualism and the form that written text can take, new theoretical approaches evolved to include other forms or literacies such as multiliteracies, multimodality, real literacies, materiality and affect (Papen, 2023). Similarly, educational tools and linguistic frameworks such as the Common European Framework of References for Languages - CEFR have evolved to include different ways to intend contents that are meant to vehicle socio-cultural values and ideas. This article reflects on what makes sign language literacy in a context where the literature of reference is signed literature, living and thriving along with the written literature. In such a context, a real inclusion of the deaf and their signing culture shall consider the signed contents generated by the signing community, and find new ways to include them in the education of deaf children.