摘要:

&NA;The pedagogical assumption that prior knowledge of English is necessary for reading instruction of deaf students may be problematic since spoken English or Manual English fail to provide quality and unambiguous input. Furthermore. the assumption may have the undesirable effect of marginalizing American Sign Language (ASL). This article argues that ASL may be valuable for quality communication interaction between the adult and the child. Thus an alternative route of English acquisition for deaf children may lie in the process of literacy development facilitated by ASL through which the meaning of English in print may be mediated.

ISSN:0271-8294    

出版商:OVID    

年代:1998

数据来源: OVID

摘要:

&NA;As the bilingual education movement receives greater attention within deaf education settings, a theoretical framework for organizing and implementing the American Sign Language (ASL) and English learning experiences among deaf students has not been fully articulated in the literature to date. In this article, the traditional notion of ASL/English bilingualism is critically examined. This model is then contrasted with the “ASL/English as aspokenlanguage” bilingual model in which the modality constraints facing the deaf child are presented as the fundamental issue for ASL/English bilingualism. Empirical and applied research supporting this modalityconstrained bilingual model is also discussed.

ISSN:0271-8294    

出版商:OVID    

年代:1998

数据来源: OVID

摘要:

&NA;This article reviews three types of claims proposing that knowledge of American Sign Language (ASL) facilitates reading development in deaf children. Arguments will be presented in support of a refinement of one such claim: That there is a relationship between ASL competence and reading. We argue that the relationship does not develop “naturally” but must be cultivated. There are conditions that enable associations to be made between ASL and reading including exposure to certain types of discourse settings that serve to highlight, signify, and direct attention to correspondences between different language systems.

ISSN:0271-8294    

出版商:OVID    

年代:1998

数据来源: OVID

摘要:

&NA;Recently researchers and educators have begun to consider the merits of developing bilingual‐bicultural programs for deaf children. One focus in this debate has been the connection between natural sign language proficiency and reading and writing. This article describes some of the theoretical models and arguments inherent in this dialogue, presents the findings of a study of the relationship between American Sign Language (ASL) skills and English literacy among 155 school‐aged deaf children, and discusses issues associated with making the transition between ASL and English literacy.

ISSN:0271-8294    

出版商:OVID    

年代:1998

数据来源: OVID

摘要:

&NA;This article presents an effective framework for bilingual multicultural education of learners who are deaf with regard to the appropriate functions of pathology and pedagogy. The authors suggest that there may be a need for a new profession called sign pathology for those deaf children who experience difficulty in acquiring a signed language. This sign pathology field would be separate and distinct from general education of children who are deaf. This article describes a framework for the development of professional sign language pathologists, while differentiating between disorders related to signed language acquisition and bilingual language pedagogy for learners who are deaf.

ISSN:0271-8294    

出版商:OVID    

年代:1998

数据来源: OVID

摘要:

&NA;Articles in this issue are reviewed. American Sign Language (ASL) bilingual approaches are shown to support substantial progress by deaf children in English text skills. At the same time, it is clear that there are many different ways to conduct billingual programs. In addition, there are a number of theoretical explanations for how bilingual contexts may contribute to progress in English literacy and also to progress in spoken English. A theoretical framework from Rare Event Learning theory is presented. with an emphasis on the complex ways in which social, emotional, expectancy, strategy, and motivational conditions dynamically mix with the particular language challenges encountered by deaf learners.

ISSN:0271-8294    

出版商:OVID    

年代:1998

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:1998

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:1998

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:1998

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:1998

数据来源: OVID