Carol, the ASL specialist, felt strongly about exposing students to fingerspelling and believed that it was vital to students’ language and literacy development. Lieberman Who should learn Sign Language by SignGenius. . Four teachers taught in preschool, two in prekindergarten, and three in kindergarten. Deaf teachers and staff also brought their own intuitive understanding about how to promote visual language and learning. The fourth question this study has sought to address is how teachers promoted a connection between ASL and English. Emmorey and Petrich (2012) also found strong correlations between fingerspelling and reading ability. . As students progressed in their understanding of the handshapes in ASL, the teachers in prekindergarten and kindergarten shifted their focus to helping students understand the representational uses of handshapes. One strategy that many teachers use to develop these abilities is to promote phonological awareness (PA) of English. It promoted an understanding that handshapes could be used to represent ASL and English orthography in different contexts. B They are able to understand it is the same because the English is there and then they can look up and get the communicated message in ASL.”. Conversely, teachers could also point how the F-HS was used in the signs for CURIOUS, EARRING, and CAT, which did not have the letter F in the word in English. Diane For the students with delayed language, the teachers’ strategies were geared toward providing them with basic handshapes awareness to build their sign language PA in order to help them acquire and learn new vocabulary. . 2. Teachers also highlighted words and passages in the text to help students make connections between signs and words in print. var item_width = jQuery('#shs_slider_ul .shs_items').outerWidth(); The findings reveal that the participants had strong beliefs in developing students’ structural knowledge of signs and used a variety of instructional strategies to build students’ knowledge of sign structures in order to promote their language and literacy skills. D. J. The sign draws a picture in the air illustrating the meaning of a word. Our reasons for learning a language are varied, and many people worry that learning British Sign Language must be difficult (spoiler: it isn’t!) . . The teachers were also aware that the students lived in a society where English was a daily part of the students’ lives. Teachers also used an ASL–English dictionary in a variety of formats. Mayberry The participants in this study included nine teachers and one ASL specialist. Kroll In some instances, handshapes were only non-alphabetic and were used primarily in conversation. Deaf and hearing teachers can work together to discuss these subtle differences and use current practices and beliefs to develop a comparable approach that can be tailored to fit deaf children’s need to process information visually, such as how teachers in this study used a sign language–based approach to promote PA with their students. A follow-up response form was also used (see  Appendix B). This could include a predictive study that examines if earlier awareness of sign language PA is an indicator of future word decoding ability in English. Goodell This section will first describe teachers’ efforts to expose students to print to build their awareness of the structure and combination patterns of graphemes in English and then describe how they tried to help students bridge their knowledge of ASL to English print. You might also find that since international sign is a devised language, its grammar might be less developed and might not obey constraints that shape natural language grammars. The analysis of the data was conducted on the interviews with the 10 participants and on the follow-up response that was filled out by 6 of the 10 participants. The teachers believed that direct instruction provided students with a basic understanding that handshapes could represent letters in words in their environment. Can the linguistic interdependence theory support a bilingual-bicultural model of literacy education for deaf students? Analysis was conducted using a grounded theory–based approach (Glauser & Strauss, 1967), which is an approach that aims to explain social and psychosocial processes (Charmaz, 2001). A. M Chamberlain Jane, one of the kindergarten teachers, observed in her experience that students often struggled with the distinction until they were in second grade. C. Thus, what might be beneficial is a term that can describe an alphabetic handshape as a basic sign language structure and signify the alphabetic connection that exists between handshapes and graphemes. Conversely, there were three activities that received very low overall scores, and these include (1) student video self-critique, (2) the computerized ASL dictionary, and (3) tracing handshapes on paper, which reflected that only a limited number of teachers used the activity. For Permissions, please email: journals.permissions@oup.com, Theory of Mind (ToM) Development in Thai Deaf Children, Factors Associated With Anxiety Symptoms in Australian Deaf or Hard of Hearing Children, Social Capital, Loneliness, and Peer Relationships of Adolescents who are Deaf or Hard of Hearing, The Impact of Aging on Spatial Abilities in Deaf Users of a Sign Language, Language and Reading Comprehension Abilities of Elementary School-Aged Deaf Children, About The Journal of Deaf Studies and Deaf Education, Challenges of Promoting Sign Language PA in Deaf Education, National Institute of Child Health and Human Development, 2000, Morford, Wilkinson, Villwock, Piñar, & Kroll, 2011, Receive exclusive offers and updates from Oxford Academic, Signing with students to get them to express ideas and expand their language, Have students bring in objects or pictures that begin with the handshape in ASL (e.g., A-HS for BRUSH), Teach signs and emphasize how it is formed, Stories with signs that incorporate one handshape or a set of handshapes, ASL stories incorporating signs with repetitive movements, Students view themselves on video and analyze what they sign, Students trace their handshape on the paper and use the drawings for activities, such as labeling objects, Poster in the classroom that highlights the different handshapes used in ASL signs, ASL dictionary with signs organized by handshape and made in the classroom, Formal published ASL dictionary with signs organized by handshape, Computer program, with signs grouped by how they are formed (e.g., location, handshape), Direct instruction of the manual alphabet, Teaching students manual alphabet from A-to-Z, Poster display of the manual alphabet in the classroom, Use of fingerspelling within your ASL use, Use of fingerspelling that has become sign-like (e.g., B-U-S, B-E-A-C-H, J-O-B), Charts that compare signs that use overlapping handshapes used in ASL signs with the manual alphabet used in initialized signs (e.g., A-HS in BRUSH, compared to the A-HS in AUNT), Discuss handshape used in widely accepted initialized signs in ASL (e.g., BLUE, GREEN, KING, FAMILY) and its connection to English, Signing storybooks to your class or combined class, while pointing to words in English, Signing storybooks to one or two students, while pointing to words in English, Students trace over letters or practice writing letters, Focus on words & ASL equivalent signs that use a specific letter of the week (e.g., cat, cake, couch), Writing down the student’s stories in ASL, Students sign stories and then you write them down for the student, Students write letters or words in their own journal (in addition to pictures), Using easy reader books with highly repetitive phrases and structures (e.g., the boy is walking, the boy is running), Review the common words in English that may not be used in ASL, such as articles and prepositions in English (e.g., the, a, an, this), Reading books with students to give them understanding of the story and then go through the book to point out specific structures in English (e.g., “is” needs to connect with “-ing”), Connecting signs and pictures with English print through fingerspelling. Mauk These books incorporated highly repetitive phrases and structures (e.g., the boy is walking, the boy is running) with pictures, which gave students the opportunity to learn the different structures of English. A. What is revealing about the instructional strategies is that the teachers used these strategies to help native signers convert their implicit awareness into an explicit awareness. It was too abstract for them. Phonemes in spoken English form a direct alphabetic correspondence to graphemes in written English. Carol felt that most of the students who benefitted from chaining were those in kindergarten with good language skills, but that it could take students longer before they start to realize the connection between fingerspelling and English print. Comparison of representation systems of ASL and spoken English to written English. According to the school’s website, the emphasis on ASL stemmed from the belief that, for most deaf students, ASL is the accessible and dominant language for communication and thinking. The form was divided into four sections: ASL hand configuration (handshape), Manual Alphabet, Emergent Literacy, and Decoding English. Meier Unfortunately, sign language still has a bit of a stigma attached to it which can prevent some parents and teachers from wanting to use it with autistic individuals. They argued that a lexicalized fingerspelled form, in particular, may be more effective because its form is more sign-like and may include additional semantic and/or syntactic information that is not available only on the regular or “neutral” fingerspelled form. A relevant finding of the response was that there were five instructional strategies that received a score of 23 or 24, which meant these strategies were used daily by all the responding teachers, and these activities included (1) natural conversation in ASL, (2) display of manual alphabet in the classroom, (3) use of (regular) fingerspelling in signing, (4) use of lexicalized fingerspelling in signing, and (5) chaining. In their findings, they concluded that although non-native signs do not share all standard phonological rules governing the formation of native signs, non-native signs also have their own standardized and regularized pattern and phonological structure of rules that are “constrained, systematic, and expressed within the grammar of ASL” (p. 117). For example, Elisa described an instance when one of her preschool students cleverly used a tracing of a 5-HS to form the sign of a WEBCAM that he spotted on a teacher’s desk. R. P. The students loved this activity and wanted their teacher to retell it repeatedly, and then students also retold the story to others. All children in the school could learn some British Sign Language signs and finger spelling; Staff can attend a Deaf awareness training course. It was also apparent from the interview that the ASL specialist was very knowledgeable about ASL phonology and believed that there was much more that could be done. A highlight of the interviews occurred when several teachers described a golden moment when some of their students began to understand that fingerspelling was more than just as a whole signed form, but instead was the sum of individual parts that represented letters in English. Thus, young children perceive fingerspelling and non-native sign forms as just part of the overall lexicon of sign language, and it is only when they are consistently exposed to English print that they learn that there is a structural form in ASL that represents non-native sign forms. With this goal in mind, this research study sought to answer the following research questions: (1) How do teachers conceptualize the role of developing children’s knowledge of the structure of ASL? . C. R. I Lastly, until there is more evidence-based research showing the effectiveness of sign language PA, educators need to continue to rely on available resources and their own understanding of effective teaching practices and effective learning. How do you feel ASL phonology contributes to written English? McDonald Sign language linguists, researchers, educators, ASL specialists, and policy makers need to meet and devise ways to maximize the potential benefits of sign language PA for deaf children. As Jennifer stated, “You feel confident when you write. British Journal of Developmental Psychology, American Sign Language: The phonological base, Principles for an emerging phonological system: A case study of language acquisition by eye, Eye gaze and communication in a deaf classroom, Visually oriented teaching strategies with deaf preschool children, The sociolinguistics of the deaf community, Reading achievement in relation to phonological coding and awareness in deaf readers: A meta-analysis, Bilingual-bicultural models of literacy education for deaf students: Considering the claims, Oxford handbook of deaf studies, language, and education. J. K Mauk Lastly, Carol’s comments indicated that she believed that there was a relationship between early exposure to fingerspelling and reading proficiency. For example, Jennifer adjusted her teaching practice after she noticed that her 3-year-old students struggled to learn and retain vocabulary when she taught them the Letter of the week. Trezek This was supported by the Science of Learning Center on Visual Language and Visual Learning (VL2; NSF grant number SBE-0541953) and the Institute for Educational Science Post-Doctoral Research Fellowship. Handshape stories force the storyteller to blend sign language structure and signs in entertaining and creative ways and have long been used in deaf education since the 1900s (Bahan, 2006). Lisa, one of the teachers in the first-year preschool, stated a common sentiment among teachers, “English is everywhere, we can’t get away from it, they’re seeing it, they’re using it.” The teachers felt that it was important to balance ASL and English instruction simultaneously to promote a persistent development of both languages. The instructional strategies theme was broken into two sub-categories, developing linguistic structure and connecting to English print. jQuery('#shs_slider_ul:not(:animated)').animate({'left' : '-300px'},1000,function(){}); McKee Paul E. W. However, it is not clear if this was isolated incident in one school, or if there is more widespread use of sign language PA than previously thought. jQuery('#shs_slider_ul .shs_items:last').after(jQuery('#shs_slider_ul .shs_items:first')); While learning a few basic sign language words is easy, mastering ASL takes years of practice. When the children paint or do artwork, I encourage them to write even if they write the letter J-O.… even if it’s not perfect I’ll leave it. Stokoe used the term chereme to provide a psychologically and functionally equivalent term to characterize a manual form of a phoneme in spoken language. The benefits of learning sign language at an early age are numerous. The teachers also stressed English because they felt that it was vital to the students’ academic success and their future job prospects. Memo writing helped define categories and describe how each category was developed, maintained, changed, and related to each other. I can see this from those years where I taught the letter of the week when the kids were three years old, I really had to repeat myself again and again. A. Experts say that teaching children this age the signs for words and the alphabet can help with letter recognition and build their vocabulary. C. The National Reading Panel emphasizes that spoken language phonological awareness (PA) developed at home and school can lead to improvements in reading performance in young children. For example, one teacher developed a handshape story that used handshapes that were taught in class (A, B, S, C, O, 1, 5, and F-HS). The developing linguistic structure Subcategory described how teachers promoted students’ knowledge of handshapes that were used in the structure of ASL, and these were further divided into two approaches, promote native handshapes awareness and promote manual alphabet awareness. c. How do you build awareness of ASL phonology? There is certainly justification for this perspective as native signs use handshapes that are non-alphabetic to represent lexical items that originated from ASL. These strategies have been outlined in detail in the Results section and will be briefly mentioned here. Teachers exposed their students to fingerspelling early and often in order to provide them with consistent exposure to fingerspelling, though they knew they were limited in their ability to spell words. Studies have found that … Where ASL PA seems to have a considerable limitation in education is in literacy. R. K. A total of 28 of the 50 students had deaf parents, or 56% of the students. Oral language skills Students who don’t have the best oral language skills, like many English learners, benefit greatly from the visual aspect of sign language. First, how do teachers conceptualize the role of developing children’s knowledge of the structure of ASL? IT should be compulsory for all teachers to be trained on how to use sign languages in schools so that they can communicate well with students with disability, says a teacher. K. M. Deaf children can thrive in mainstream schools, especially if teachers and fellow pupils learn BSL. Don’t think because I’m not comfortable and I’m not skilled, I’m not going to do it. First, it encouraged parent involvement and helped parents learn more about ASL, especially the hearing parents of the deaf students. This category details the instances in which teachers promoted knowledge of the manual alphabet with their students. The rules that govern the phonological form of non-native signs can be different than those for native signs. Although this insight was beneficial, the teachers felt that many of the preschool and prekindergarten students had a limited understanding that the manual alphabet actually represented a language that was very different from ASL. Sign language acquisition studies show that children acquire native and non-native sign forms in very similar ways. Elisa, a teacher in the second-year preschool class, described in the following excerpt why they promoted an awareness of sign language structure: It’s like teaching the letter A, then making the connection to the sound /a/ and pointing out how it’s the same in other words. Second, Carol’s comments also conveyed a belief among the teachers that it was important to be consistent in the use of fingerspelling because its development was an ongoing and emergent process. It didn’t really make a connection. }); As the name implies, handshape stories incorporate a group of ASL-based handshapes in a certain order that conveys a story, such as alphabet handshape story that goes from A to Z or a number handshape story that may go from 1 to 10. function(){ Even though the manual alphabet represents letters used in lexical items in written English, the manual alphabet did not originate in the United States. Sign language is also a great way to help bridge the lapse between two languages. Finally, collaborative guided reading was a comparative and contrast analysis technique that was used mostly in kindergarten. That example is really fascinating. Similarly, a study could investigate if the students actually benefitted from teachers exposing them to sign language phonological structure. (Chaining) can happen in kindergarten, if they have a strong language I think they’ll respond. . The constructivist approach posits that data analysis is situated in a time, place, culture, and context and thus reflects the researcher’s worldview. The items used in the follow-up response were developed from the teachers’ self-report data in the interviews. They encouraged students to “write” in their journals by drawing pictures and writing letters or words based on their experience. For full access to this pdf, sign in to an existing account, or purchase an annual subscription. It was noteworthy that teachers did not seem to explicitly label their efforts as promoting “sign language PA” even though they all espoused a strong belief in building their students’ knowledge of sign language structure and provided an array of instructional activities to build this awareness. Effective ASL teachers understand that American Sign Language is embedded in the culture of deaf people — just as spoken languages like English and Italian are to their native speakers. However, does this mean that non-native signs are not part of ASL phonology because they “violate” the rules that govern the formation of native signs? If not, have you developed a guiding framework of some sort? Teachers described a wide variability of language proficiency among their students. The teachers felt that the ASL specialist was valuable in helping them understand the benefits of promoting the awareness of sign language structure. Hanson By promoting competencies in both ASL and English, the school gives deaf students opportunities to develop skills and attitudes that help them function effectively with members of both deaf and hearing communities. Learning a sign language has never been so easier with rapid development of the web, quality materials and training is much more convenient and affordable. shs_animate(); The prekindergarten and kindergarten teachers reported that their students made greater use of lexicalized fingerspelling and produced forms with more letters, such as B-E-A-C-H, which seemed to reflect on their increasing level of physical dexterity and experiences with ASL. They will learn eventually.

function shs_animate_next(){ Do you use a formal curriculum? B Miller Meier One issue that needs to be addressed is how to better understand what can be done to incorporate more translational efforts of notions of sign language phonology from the field of linguistics into deaf education. And the release of the film has brought new strength to a petition for British Sign Language to be taught in schools. The teachers also seemed to use their training from AEBPD and the resources and expertise available to them, like the ASL specialist. G. R. What You'll Learn in American Sign Language Lessons. In fact, learning to sign can actually help to develop language skills faster. Students did seem to make the connection eventually. Teachers used the students’ interests to motivate and help them identify ways that a specific phonological structure, such as handshape, could be used in multiple ways in sign language. His love of the language is evident on his YouTube page, which hosts a … Brentari and Padden (2001) examined the rules governing the formation of native and non-native signs, and from their analysis they believed that non-native signs should be considered within overall lexicon of ASL. The findings of this study paired with previous studies that show a strong relationship between higher levels of sign language proficiency and fingerspelling ability to reading (Emmorey & Petrich, 2012; Haptonstall-Nykaza & Schick, 2007; Hirsh-Pasek, 1987; Hoffmeister, 2000; Padden, 2006; Padden & Ramsey, 2000) suggest that there is great promise in promoting sign language PA to build language and literacy skills in deaf education. In the interviews, teachers reported using various instructional strategies and approaches, but it was difficult to know if the teachers used a particular activity, daily, monthly, or even not at all. Teachers typically worked in teams for the specific age level they taught. V. L. This may be challenging for many teachers of the deaf because, as Carol stated, teachers may be reluctant to fingerspell with their students because they feel it is hard. var item_width = jQuery('#shs_slider_ul .shs_items').outerWidth(); This should be a sign that your child will be motivated to use and can use throughout the day, such as “more.” She can sign “more” to get more food, more time playing a game with you, or more music to listen to on her CD player. With chaining, I think that helps some. The school emphasized ASL as the primary language and written English as the second language. As you see it, what is the current philosophy of the ASL/English bilingual approach at the school? Other than these areas of development, there seems to be little else that has documented the use of sign language PA in deaf education. It’s the same thing when it comes to learning sign language, as there is such a thing as a Deaf culture and Deaf community with its own rich history too. In Britain there are over 70,000 people whose first or preferred language is BSL. Teaching Children to Read. G. R. It is interesting that so little has been documented about ASL PA in deaf education. D One of the most prominent activities that teachers used to promote handshape knowledge was the “ASL handshape of the week” activity. Newell del Giudice Both deaf and hearing teachers in this study offered valuable insights based on their own experiences with language and literacy development. The reality is that learning anything new can be a challenge for anyone and the older we get, the harder it is to learn new things. One solution is the term “chereme,” which was originally coined by Stokoe (1960). Overall, preschool classes emphasized handshape awareness the most, and the teachers aimed to build a strong ASL foundation by focusing on the basic structure and function of handshapes in ASL. Native structures of ASL are non-alphabetic, whereas the phonological structure of English is alphabetic. Torgesen }else{ . “They started their basic education with Cheshire Home services,” Gerari said. 5. A list of interview questions was used to guide the interviews (see  Appendix A). S What are the learning goals in the curriculum? var shs=setInterval(function(){ shs_animate(); },7000); These things help the students help think about the language and continuously build to it. The teachers in the preschool and prekindergarten classes translated storybooks in ASL and incorporated sociodramatic elements to allow students to assume the role of the characters in the book. How do you incorporate literacy development in different activities throughout the school day? Mirus Jennifer: I feel that [the ASL handshape of the week activity] helps [students] develop a fuller understanding and it helps them develop sign language. In these sessions, she read books with the students to give them an understanding of the story and then helped them analyze morphosyntacic structures in English and then used fingerspelling as necessary to make a connection to signs in ASL. Wagner I will sign stories in ASL, we will also use the LCD, and project the text of the stories and will point to the words in English. The teachers also felt that it provided a strong foundation that would serve as a “pre-guide to an advanced understanding.”. Lastly, it made PA more concrete for students because they could apply their understanding of handshapes in ASL to their daily environment. In regard to the first question, the teachers’ responses indicate that they viewed developing students’ knowledge of the structure of ASL as important and as a part of an overall language strategy that would contribute to their proficiency in sign language. 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