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1.
There are at least two languages (American Sign Language [ASL], English) and three modalities (sign, speech, print) in most deaf individuals' lives. Mixing of ASL and English in utterances of deaf adults has been described in various ways (pidgins, diglossia, language contact, bilingualism), but children's mixing usually is treated as the 'fault' of poor input language. Alternatively, how might language mixing serve their communication goals? This article describes code variations and adaptations to particular situations. Deaf children were seen to exhibit a wide variety of linguistic structures mixing ASL, English, Spanish, signing, and speaking. Formal lessons supported a recoding of English print as sign and speech, but the children who communicated English speech were the two who could hear speech. The children who communicated ASL were those who had deaf parents communicating ASL or who identified with deaf houseparents communicating ASL. Most language produced by the teacher and children in this study was mixed in code and mode. While some mixing was related to acquisition and proficiency, mixing, a strategy of many deaf individuals, uniquely adapts linguistic resources to communication needs. Investigating deaf children's language by comparing it to standard English or ASL overlooks the rich strategies of mixing that are central to their communication experience. 相似文献
2.
The authors explored the face-to-face English competence of five students who were participating in a larger study of teachers' use of English-based signing. Using case studies, the authors report on the students' development of English-based signing at the beginning and end of their involvement in this 4-year study. Grammatical forms similar in English and American Sign Language (ASL) were initially more readily produced when tested for in English, and showed consistently higher attainment levels across all the students, than grammatical forms that are different in English and ASL. The authors found emerging English forms that could be documented (a) between prompted and imitated utterances and (b) within blocks of test items examining the same grammatical constructions. The authors conclude that teachers' concerted efforts to use English-based signing as a language of instruction enhance deaf students' English acquisition. Such signing helps build a bridge between native sign language and the development of English skills necessary for literacy. 相似文献
3.
H. Lee Swanson Leilani Sez Michael Gerber 《Learning disabilities research & practice》2004,19(4):225-238
This study determined the degree to which the phonological and executive components of memory reflect language‐specific capacities in reading achievement. We tested whether the memory processes in a sample of English‐language learners that played a major role in predicting second‐language acquisition and risk for reading disability (RD) in Grade 1 (Swanson, Sáez, Gerber, & Leafstedt, 2004) also predicted reading performance in Grade 2. The present results showed that Spanish short‐term memory (STM) performance in Grade 1 predicted basic Spanish‐reading skills and Spanish comprehension in Grade 2, whereas Grade 1 English STM performance predicted English vocabulary and English comprehension in Grade 2. More importantly, children at risk for RD in Grade 1 differed from the counterparts in Grade 2 on both English and Spanish measures of reading, whereas their memory deficits were isolated to Spanish STM and working memory (WM). The relationship between language‐specific processes in memory and reading are discussed. 相似文献
4.
We used an immediate recall paradigm to study the effects of list organization and semantic and grammatical features of printed stimuli on working memory capacity in deaf students with differing English language abilities. Thirty lists of five organizational types (random words, semantically related words, semantically paired words, scrambled sentences, and grammatical sentences) were presented to two groups of deaf students who differed in their proficiency in the English language. The students were required to recall the lists in writing. The results indicate that, overall, the students with higher levels of English language proficiency recalled significantly more than those with lower levels. Additionally, semantic and syntactic organization of the lists had different effects on the two groups of students. Semantic pairing aided the low-level group significantly more than the high-level group, whereas the syntactic organization of the grammatical sentences aided the high-level group significantly more. Implications for assessing language ability in deaf students are discussed. 相似文献
5.
This study determined the degree to which the phonological and executive components of memory reflect language-specific capacities in Spanish and English vocabulary. We tested whether the memory processes in a sample of English language learners found in Grade 1 also emerged in Grade 2. For the total sample (N = 90), Grade 1 English STM measures shared a common construct with Spanish STM, whereas Grade 2 STM measures were language dependent. In contrast, WM measures were language independent across grades 1 and 2. When vocabulary subgroups were analyzed, a subgroup × type of memory task emerged. The results showed that performance on Spanish and English STM tasks were a function of high and low Spanish and English vocabulary knowledge, whereas WM was not. The relationship between language-specific processes in memory was discussed. 相似文献
6.
Miller P 《American annals of the deaf》2002,147(5):56-70
The study investigated the short-term recall of serially presented verbal(izable) information by prelingually deafened individuals and hearing individuals, and reconsidered how short-term memory (STM) is linked with their reading skills and their memory coding strategies. A computer-controlled paradigm calling for written ordered recall of 12 lists of 8 consecutively displayed Hebrew nouns was used to assess STM capacity. Forty-nine students with prelingual deafness (mean grade 6.9) and 39 hearing students (mean grade 6.5) participated in the experiment. Twenty-seven of the participants with deafness were raised according to an oral philosophy. The remaining 22 participants from the deaf group used sign language as their preferred communication code. In general, the findings suggest that neither discrepancy in the ordered short-term recall of verbal materials nor discrepancies in reading comprehension are directly assignable to differences in the memory coding strategies of prelingually deafened and hearing individuals. If such functional discrepancies develop, they reflect absent or insufficiently internalized knowledge. 相似文献
7.
Nonstandard grammatical forms are often present in the writing of deaf students that are rarely, if ever, seen in the writing of hearing students. With the implementation of Strategic and Interactive Writing Instruction (SIWI) in previous studies, students have demonstrated significant gains in high-level writing skills (e.g., text structure) but have also made gains with English grammar skills. This 1-year study expands on prior research by longitudinally examining the written language growth (i.e., writing length, sentence complexity, sentence awareness, and function words) of 29 deaf middle-school students. A repeated-measures analysis of variance with a between-subjects variable for literacy achievement level was used to examine gains over time and the intervention's efficacy when used with students of various literacy levels. Students, whether high or low achieving, demonstrated statistically significant gains with writing length, sentence complexity, and sentence awareness. Subordinate clauses were found to be an area of difficulty, and follow up strategies are suggested. An analysis of function word data, specifically prepositions and articles, revealed different patterns of written language growth by language group (e.g., American Sign Language users, oral students, users of English-based sign). 相似文献
8.
口语教学与双语教学基于不同的观点提出了提升聋校学生语言能力的不同途径。口语教学强调语音意识的培养,双语教学强调手语在习得汉语言中的重要性。口语教学在实现聋生语音构音上面临挑战,双语教学对手势汉语的手指语依赖性及手势汉语在聋生汉语言习得中的使用上也并未给予详尽说明,同时,缺乏本土化研究作为理据。聋校汉语言教学应将口语和手语均纳入聋校课程和课堂中,结合理论和实践构建科学的教学理论和方法。 相似文献
9.
D. Bedoin 《欧洲特需教育杂志》2013,28(2):159-175
This paper deals with English teachers who work with deaf and hard‐of‐hearing (D/HH) students. In France deaf students are required to attend foreign language classes – mostly English classes. The purpose is not to teach them British sign language (BSL) or American sign language (ASL), but written and/or spoken English. Indeed, sign languages are distinct from spoken languages and differ from country to country: there is no universal sign language. English teachers of the deaf are mostly hearing people. They work either in mainstream or special schools. Most of them have no specific qualifications. In this context, they are faced with the tremendous challenge of how to adjust their teaching to their students’ impairment and at the same time develop the latter's knowledge and skills in English. In order to analyse teaching practices in English classes, questionnaires, interviews and in‐class observations in several special and mainstream schools were conducted. Findings show that different teaching strategies are used in order to make English lessons accessible to D/HH students: teachers have to adapt their teaching language and also use written and visual supports to accommodate D/HH students. Obviously teacher training needs to be improved. 相似文献
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聋人手语是聋人使用的一种特殊语言,在聋人手语中明显存在着大量的字词兼代现象。本文从字音、字形、字义、词语类别等方面对聋生手语中字词兼代现象进行分析,发现有同音兼代、形近字兼代、近义词兼代、名词和动词兼代、名词和形容词兼代、数词兼代数量词等现象。本文对聋生书面语中错别字多、词语运用不当、成分残缺,语序颠倒等语法错误成因进行探讨,并作出相关思考。 相似文献
12.
As part of a longitudinal study, the conversational skills of 67 deaf adolescents were assessed in spoken English, simultaneous communication (SimCom) and American Sign Language (ASL). Two groups of students were identified on the basis of the communication used in their current educational program: a small group of 16 students in programs using spoken English (oral) and a larger group of 51 students in programs using sign communication (bimodal). Students in spoken English programs had good spoken English skills and limited ASL skills, whereas the reverse was true for students in bimodal programs. Most students demonstrated sufficient skill in one or more systems to meet basic interpersonal communications needs, but not those required for advanced academic discourse. In neither group was spoken English related to ASL skill. SimCom skills were strongly related to spoken English in the oral program group and to ASL in the bimodal program group. Spoken English in adolescence was highly predictable from spoken English in early childhood. Within the bimodal program group, students with deaf parents had better SimCom and ASL skills than those with hearing parents. Among bimodal program students with hearing parents, better SimCom skills (but not ASL skills) were associated with earlier introduction to sign communication in school and to mothers' use of sign communication. 相似文献
13.
Drawing on Cummins' (1989) linguistic interdependence model, proponents of bilingual-bicultural models of literacy education for deaf students claim that, if ASL is well established as the L1, then literacy in English (L2) can be achieved by means of reading and writing without exposure to English through either speech or English-based sign. In our opinion, this claim is based on a false analogy: the situation of the deaf learner of English literacy does not match the conditions assumed by the linguistic interdependence model. We draw on the work of Vygotsky and Halliday to develop a conceptualization of the processes involved in becoming literate, examining the particular and unique challenges that deaf students face as they strive to become members of the linguistic community of users of written English. We argue that becoming literate involves mastering three modes of lanuage use: 'social speech,' 'inner speech,' and written text. In some respects the educational context for deaf students is analogous to that of other bilingual learners; in some crucial aspects, it is very different. 相似文献
14.
《Scientific Studies of Reading》2013,17(1):31-54
Orthographic consistency in different languages is likely to have an effect on phonological recoding skills, which are basic to the acquisition of reading. To explore this issue, we investigated word and nonword reading in German- and English-speaking 7- to 12-year-old children. Comparability of the stimuli across the 2 languages was strictly controlled: The German and English words used were common to both languages. Nonwords were derived by exchanging consonantal onsets between short words and by recombining syllables in long words. An identical set of CVCVCV nonwords was also presented to both language groups. At ages 7, 8, and 9, English-speaking children made a higher proportion of errors than their German-speaking peers when reading nonwords and words of low frequency. This was the case even when word-recognition ability was equated between the 2 language groups. By age 12, both groups had equally fast nonword-recognition latencies, but English-speaking readers were still less accurate when recoding long and complex nonwords. Only the younger English-speaking readers made substantial numbers of errors with CVCVCV nonwords. Vowels, which are the most inconsistent feature of English orthography, were often mispronounced in English but hardly ever in German, where they are consistent. Word-substitution errors occurred more frequently in English than in German. We suggest that low orthographic consistency, as in English, necessitates the use of complex and error-prone strategies in phonological recoding, whereas high consistency, as in German, allows phonological recoding into syllables on-line. This makes the teaching of phonological recoding relatively straightforward and allows the acquisition of basic reading skills to proceed at a faster pace. Differences in the teaching of reading might in turn contribute to differences in recoding skills. 相似文献
15.
For children whose everyday speech differs greatly from the School English (SE) they encounter in academic materials and settings, it was hypothesized that greater familiarity with SE would be associated with more successful early reading acquisition. Sentence imitation and reading skills of 217 urban African American students in kindergarten through second grade (ages 5 to 8 years) were assessed. Children in each grade varied widely in the extent to which their imitations of SE sentences included phonological and grammatical forms that are acceptable in African American Vernacular English but not in SE. Higher familiarity with SE (reproducing SE features more often when imitating) was associated with better reading achievement, and these relationships were independent of memory ability. 相似文献
16.
Berent GP Kelly RR Schmitz KL Kenney P 《Journal of deaf studies and deaf education》2009,14(2):190-204
This study explored the efficacy of visual input enhancement, specifically essay enhancement, for facilitating deaf college students' improvement in English grammatical knowledge. Results documented students' significant improvement immediately after a 10-week instructional intervention, a replication of recent research. Additionally, the results of delayed assessment documented students' significant retention of that improvement five and a half months beyond the instructional intervention period. Essay enhancement served to highlight, via a coding procedure, students' successful and unsuccessful production of discourse-required target grammatical structures. The procedure converted students' written communicative output into enhanced input for inducing noticing of grammatical form and, through essay revision, establishing form-meaning connections leading to acquisition. With its optimal design characteristics supported by theoretical and empirical research, essay enhancement is a highly effective methodology that can be easily implemented as primary or supplementary English instruction for deaf students. The results of this study hold great promise for facilitating deaf students' English language and literacy development and have broad implications for second-language research, teaching, and learning. 相似文献
17.
The attitudes of educators of the deaf and other professionals in deaf education concerning assessment of the use of American Sign Language (ASL) and other sign systems was investigated. A questionnaire was distributed to teachers in a residential school for the deaf in California. In addition to questions regarding the availability of sign language assessment at their schools, participants responded to items concerning their motivation to use a test for sign language measurement. Of the 100 distributed surveys, 85 were completed and returned. Results showed overwhelming agreement among respondents concerning the importance of sign language assessment, along with the need for tools that appropriately measure signing skills. 相似文献
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The purpose of this study was to investigate alternative methods for evaluating deaf students' readiness to meet the English language and literacy demands of postsecondary educational programs. In the first part of the study, scores obtained by a large sample of deaf students on the ACT Assessment (ACT Composite score and scores on the ACT English and Reading tests) were compared to their scores on various measures of English language and literacy skills. In the second part of the study, the performance of a smaller sample of deaf students on the ESL Reading and ESL Grammar/Usage components of COMPASS/ESL was compared to their performance on a set of concurrent measures of English skills. The results of this investigation demonstrate that neither the ACT Assessment nor COMPASS/ESL are appropriate for the full range of deaf students seeking admission to postsecondary educational programs. However, the ACT Assessment is appropriate for deaf students seeking admission to transferable (BS and AAS) degree programs, and the ESL Reading and Grammar/Usage tests appear to be appropriate for deaf students seeking admission to nontransferable (AOS) degree programs. Taken together, the combination of the ACT Assessment and COMPASS/ESL appear able to provide a valid, reliable, and coherent approach to admissions screening assessment for the full range of deaf students seeking admission to postsecondary programs. 相似文献
20.
K W Gibbs 《American annals of the deaf》1989,134(3):214-218
Deaf subjects who represented a wide range of reading abilities were tested on a number of factors including reliance on phonological recoding as well as several metacognitive abilities. The sample consisted of 19 high school students who were prelingually and profoundly deaf. Subjects were given a set of paper and pencil tests that included an assessment of phonological recoding ability as well as the measures designed by Baker (1984) to assess metacognitive skills in reading. Results indicated that deaf subjects demonstrated a significant degree of reliance on phonological recoding, but that individual differences in reliance on phonological recoding showed no relationship to reading skill (r = .02). Individual differences on the metacognition measures, however, showed a strong relationship to reading ability (r = .65, p less than .01). The implications for remedial instruction for deaf students are discussed. 相似文献