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As Carolyn Ewoldt (1996) points out '[M]uch has been written of late about the viability of a bilingual focus in deaf education.' While these writings are necessary to the ongoing pedagogical dialogue in the field, much of the rhetoric suffers because, rather than truly adopting a 'holistic perspective', arguments and positions focus only on selected aspects of the relevant theoretical and research information. If proponents of bilingual education for deaf children truly rely on 'research on the benefits of native sign language and from theoretical and research support coming from other disciplines' (Ewoldt, 1996, p. 5) to support their claims, then these research and theoretical supports must be examined as comprehensively, and holistically, as possible. Weaving together only a few threads of theory and research does not create the fabric for a pedagogical position that can withstand close scrutiny and analysis.In this article, we will touch on some of the major claims made in explications of bilingual models of literacy education for deaf students (Baker, 1997; Livingston, 1997; Mashie, 1995; Mason & Ewoldt, 1996). Our goal is to broaden the scope of the discussion on some of the major arguments and to encourage an expanded dialogue in this ongoing debate. It is not our aim to argue against the concept of bilingual education for deaf students nor to advocate the exclusion of native sign languages from the classroom. Rather, we support the concept of a bilingual education for deaf students with native sign languages playing a key role; however, we contend that the model as it is currently conceived requires further scrutiny and analysis. 相似文献
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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
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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
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信息媒体数字视频图书馆（TheINFORMEDIADigitalVideoLibrary,简称IDVL）项目是美国数字图书馆创始计划（DigitalLibrariesInitiative,简~,DLI）最初的六个项目之一,由卡内基·梅隆大学于1994年创建。该项目一直在深入地开发数字视频及其相关技术和工具,致力于建立一个庞大的在线数字视频图书馆,为用户提供多媒体信息服务。文章对该数字图书馆的项目概况、资源组织、技术特征和服务特点等进行了综合介绍和评价。 相似文献
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亚历山大数字图书馆项目（Alexandria Digital Library,ADL）是美国最大的、持续时间最长的数字图书馆研究项目之一,自1994年起连续得到了美国国家科学基金会（NSF）的美国数字图书馆倡导计划（Digital Library Initiative,DLI）长达十年的资助。该项目的重点在于设计并运行其颇有特色的地理参考数字图书馆。ADL是一个分布式参考资料数字图书馆,以各种数据来源的地图、图像和地理定位文献为主要收集对象,实现公众对地理空间信息对象的访问和搜索,是互联网上的地理信息资源中心。文章对该数字图书馆的项目背景、信息资源组织、服务和技术特点等进行了介绍和评价。 相似文献
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The effects of first language orthographic features on word recognition processing in English as a second language 总被引：1，自引：1，他引：0
This study investigated the possible effects of first language (L1) orthographic characteristics on word recognition in English as a second language (ESL). Case alternation was used to examine the impact of visually distorted words of different types on fluent ESL readers' word recognition in naming. Visual distortion of word shape (i.e., cAsE aLtErNaTiOn) was utilized because, although visually distorted words have lost word-shape cues, they preserve the cue value of words (i.e., spelling patterns). It, therefore, was hypothesized that if one is sensitive to alphabetic orthography, or if one's inner mechanism of processing an alphabetic word is efficient, then the visual disruption of word-shape cues should not affect one's sensitivity to sequences of letters in words. In other words, this study focused on the magnitude of the effect of case alternation in word recognition as an index of the sensitivity to alphabetic words. Results showed that the magnitude of the case alternation effect in a naming task was significantly larger for the ESL participants whose L1 is not alphabetic (i.e., Chinese and Japanese) than the ESL participants whose L1 is alphabetic (i.e., Iranians -- Persian as L1). This result seems to indicate that the Persian speakers, due to the facilitating influence of their L1 orthography, were less influenced by case alternation than the Chinese and Japanese speakers, whose L1 orthographies are not alphabetic. This finding suggests that the first language orthographic features affect the orthographic coding mechanisms (i.e., word recognition mechanisms) in a second language. 相似文献
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Deaf and hard-of-hearing students are often delayed in developing their independent living skills because of parental restrictions on activities outside the home due to worries about their child's inability to communicate, their whereabouts, and their general safety. Recent accounts of the use of two-way text messagers suggests that, like electronic mail, distance communication problems that have long plagued deaf people may be ameliorated--by the use of such technology (M. R. Power & D. Power, 2004; S. S. Rhone & Cox News Service, 2002). This project was designed as an initial foray into investigating the use of two-way text messaging technology as a way of increasing the independence of deaf adolescents and reducing their parents' anxiety about their safety and responsibility. All the deaf and hard-of-hearing students in the deaf and hard-of-hearing programs at two urban high schools (ages 13-19), the staff of the deaf departments at these two schools, and the parents/guardians of the students participated in this study. Preuse surveys, postuse surveys, and monthly statistics on the number of times each pager was used enabled us to chart how often the participants used the technology. The data were used to identify concerns that parents have about student independence and safety, the extent to which deaf students engage in independent activities, and expectations surrounding how two-way text messaging use might increase independence and literacy skills. The data collected on this project to date confirm that two-way text messaging technology is indeed useful for deaf adolescents and helps alleviate some of the concerns that have kept them from developing independence as quickly or readily as their hearing peers. The potential policy implications for this research are discussed. 相似文献
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随着世界上第一颗原子弹的爆炸,核问题越来越引起人们的关注和重视。核路径数字图书馆（Nuclearpathways．org）作为美国国家科学数字图书馆（NSDL）的项目之一,旨在为教育者、学生以及广大读者介绍普及核领域的相关知识,使核知识变得容易理解获取,资料方便利用。文章对该馆的数字资源组织、技术特征、服务特点等作了综合性的评述,并给出了作者的评价与建议。 相似文献