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Bilingual Methods and Strategies. Improving ASL/English Literacy Skills in Deaf HH Students Karen Schulz KYEDHH Summer Conference July 15, 2012. Learning Targets:. I can explain the CAEBER Project (source for bilingual methodology). I can define bilingualism. - PowerPoint PPT Presentation
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Bilingual Methods and Strategies
Improving ASL/English Literacy Skills in Deaf HH Students
Karen SchulzKYEDHH Summer Conference
July 15, 2012
Learning Targets: I can explain the CAEBER Project (source for
bilingual methodology). I can define bilingualism. I can define literacy of Deaf/HH students and how it
is different from hearing students. I can explain the importance of language planning
in my classroom and analyze my own practices. I can list and define bilingual methods/strategies
used with Deaf/HH students.
CAEBER Project
Formally known as STAR SCHOOLS Project @ NMSD Originally funded by the U.S. Department of Education under the United Star Distance Learning Consortium (USDLC)Professional Development training for DHH teachers across the country
VISION:
The Star Schools Project envisions high academic achievement for deaf and hard-of-hearing students proficient in American Sign Language and English through staff development in assessment and curriculum, parent involvement, and technology.MISSION:
The Mission of the Star Schools Project is to provide a bilingual staff development model that promotes effective instruction of language and literacy for deaf and hard-of-hearing students.
Need for ASL/English Bilingual Education Staff In-service
Total communication did not lead to expected gains in academic achievement for deaf students (Barnum, 1984; Charrow, 1975; Johnson, Liddel, & Erting, 1989; Stewart, 1992)
Lack of clarity in the implementation of total communication has led to equally unclear and misguided practices in the field (Stewart, 1992)
No standards and limited publications of curricula or guidelines on bilingual/bicultural approaches
Little or no training in bilingual approaches.
Project Goals To develop and disseminate effective staff
development in-service curriculum in bilingual education, in order to improve practices in dual language instruction for deaf learners
To increase research-based practice in deaf education through research, evaluation, and dissemination activities
To use blended technologies to deliver and support effective staff development for improved practices in teaching languages for deaf learners
Some of the Participating Schools and Universities
Kentucky School for the Deaf Indiana School for the Deaf Texas School for the Deaf Illinois School for the Deaf Alabama School for the Deaf Wisconsin School for the Deaf California School for the Deaf,
Riverside American School for the Deaf South Dakota School for the Deaf Jean Massieu School for the Deaf Minnesota State Academy for the
Deaf Metro Deaf School (Minn.)
California State University, Northridge
Gallaudet University Lamar University McDaniel College Western Oregon
University
* Offerings in teacher preparation classes
Question: Are you a bilingual?
Most people do not consider themselves bilingual even though they use both ASL and English in daily communication. The common belief was that a bilingual person was the one who had grown up with two languages and was equally fluent in both.
What does bilingual mean?
Use of two languages Language ability Language proficiency Language skills Balanced of two languages Different levels of bilingualism
Bilingualism:
How do we learn language?
Vygotsky’s Theory:
Learning is social.
Vygotsky
Learning is social in nature.
Collaborative activitiesField tripsGroup cooperative learning
activitiesSharing experiencesPeer tutoringCultural eventsMix fluent language users with
developing users
Pair-Share:
With a partner, discuss the following question……
Discussion Question:
Traditionally deaf children have had to learn English in school with a focus on form (ELA standards, writing portfolios, grammar and vocabulary). QUESTION: How can we increase deaf children’s opportunities to use English in a social/interactive setting? How can we increase a student’s use of English with each other during school and after school/unstructured time?
What is literacy?
Definition of Literacy:(French)
literacy involves the interdependent learning of conversational language, reading and writing, and related variables, including motivation and “social interactions.”
Language Abilities for Deaf Bilinguals
ASL• Attending, watching• Signing
English• Listening• Speaking• Reading• Writing• Fingerspelling• Fingerreading• Speechreading• Typing
Stephen Nover
Activity: Language Use in Your Classroom Using the form entitled “ Estimation of Language
Distribution of ASL and English in the Classroom“, reflect upon and analyze a typical instructional day.
Estimate the % of time you and your students use the languages ASL/English.
Think about: What language do I or my students use most often? Do I balance the use of the two languages? How can I improve in my instructional planning?
Share thoughts, reflections and feelings with the group.
Social/Academic Language Use
A S L S o c i a l
E n g l i s h S o c i a l
A S L
A c a d e m i c E n g l i s h
A c a d e m i c
Virginia Collier, 1995
Social Language is an interactive process between at least two people. Participants engage in communication and make language allowances for the purpose of comprehension without concern for correct structure. It is also an informal register used in daily living activities and takes 2-5 years to acquire.
Academic Language is more complex at succeeding grade levels. It is tied directly to cognitive development and is involved with discussion of higher order concepts and ideas. It takes 7-10 years to acquire academic language.
Virginia Collier, 1995
• Interact in discussions on informal topics (e.g. weather, news, food)
• Brainstorm in small or large groups (e.g. storytelling, planning activities)
• Play and participate in interactive games (e.g. handshapes, signs, board games)
Social ASL
What else???
• Engage in discussions on content topics, facts, predictions, inferential and critical information/questions (e.g. literature, expository)
• Translate (ASL to English and English to ASL)
• Plan and make presentations (e.g. role-play, drama, Jr. NAD, Student Council)
Academic ASL using Aesop’s Fables
What else???
• Writing: language experience stories, learning logs, literature journals, presentations, reports, business letters, dictated responses on charts, etc.
• Self evaluate writing pieces (e.g. word choice, syntax)
• Fingerspell/finger-read for academic purposes (e.g. target vocabulary words)
Academic English
What else???
Social English Informal contexts (e.g. diary, food orders,
passes, friendly letters, notes)
Fingerspell/finger-read for social purposes (e.g. names of people, places, unknown signs)
Social English (E-pals, IM, FB)
Bilingual Methodologies
Bilingual MethodologyBilingual Methodology
• Preview View Review (PVR)• Purposeful Concurrent Usage (PCU)• Translanguaging• Translating• Language Separation
Source: CAEBER, 2004; Baker, 2001, pp. 274-282
Bilingual Methodology
• Language Separation
• Concurrent Use of Languages
Language Separation Sets up distinct separation and clear boundaries
between the two languages. Subject/Topic Person Time Place Medium of Activity Curriculum Material Function Student
Language Separation
Best model for developing second language proficiency
Requires thoughtful language planning
Requires resources (e.g., time, people, money)
Language Separation
Concurrent Use of Languages in a Lesson
Switching of languages (i.e., codeswitching)
Integrated use of both languages in a lesson (or conversation, activity, etc.)
Concurrent Use of Language Randomly Switching Languages Purposeful Codeswitching Translanguaging Translating Preview, View and Review Purposeful Concurrent Usage (or New
Concurrent Approach) Sandwiching and Chaining (Padden and Ramsey,
1998)
Baker, 2001
Randomly Switching Languages
Random Not rule-governed Doesn’t have clear purpose Not recommended in classroom
Translanguaging Student’s input in one language and
output in the other language. (e.g. reading in English and discussing in ASL)
Translating
• The repetition in one language of what was conveyed in the other language.
Literal Translation Translation from English (text) to signing in
ASL, but closely following the original text. Free Translation Translation from English (text) to ASL with
artistic interpretation.
Preview, View and Review Preview in L1
Introduction Background knowledge
View in L2 Content
Review in L1 Comprehension check
OR…Preview, View and Review
Preview in L2 Introduction Background knowledge
View in L1 Content
Review in L2 Comprehension check
Purposeful Concurrent Usage(New Concurrent Approach)
Balanced amount of time is allocated to two languages.
Teacher decides what language to use and expects the student to use the same language.
Bilingual Approach: PCU
Bilingual Approach: PCU
Bilingual Approach: Presentation of English print to ASL
Activity: Identify the bilingual methodology used in each lesson:For each lesson, hold up the card you think
matches the described lesson.
Students review facts from a science handout about electricity using ASL.
Students play a review game where questions & answers occur only in English.
Teacher shares details of Mark Twain’s life in ASL. Students write in a Response Log their reflections on MT’s life.
More bilingual methods….. In ASL, teacher briefly discusses some details
of history of integration at KSD. In English, students read the paragraph. In ASL, the group discusses history of integration at KSD.
Teacher reads a story about “ Ruby Bridges” by pointing/underlining words, phrases or sentences; signs following English order closely and using ASL signs and facial expressions.
More bilingual methods…..
The teacher signs text about the Civil Rights Movement and follows ASL structure; expansion; “disconnects” from English print
Students read the (English) text about the Greek Civilization. Students summarize the information in ASL.
Teaching Strategies Possible Bridges Between ASL & English
Fingerspelling Codeswitching “Sandwiching” “Chaining”
“Sandwiching” and “Chaining”
“Sandwiching”
A technique where a sign “sandwiches” (surrounds) the same word fingerspelled
“Sandwiching” (cont.)
or fingerspelling “sandwiches” a sign,
or a sign (or fingerspelling) “sandwiches” a pointing gesture
Examples of “Sandwiching”
A teacher signs COMPUTER, immediately fingerspells it, and repeats the sign COMPUTER.
A deaf parent fingerspells P-U-P-P-Y, immediately points to the puppy, and fingerspells P-U-P-P-Y again.
“Chaining”
A technique used to form a relationship between a sign, a printed word, a fingerspelled word, and its concept
“Chaining” ExamplesProduced in order (like a “chain”): Fingerspelling a word, pointing to
the same word printed, signing the word, and then explaining its meaning
Producing a sign, fingerspelling its English translation, and then pointing to the same word printed
Practice time……(small groups)
Sandwiching: Hotdog Basketball Table Electricity Government Triangle Giraffe
Chaining: Hotdog Basketball Table Electricity Government Triangle giraffe
Why the emphasis on Technology..
Making that ASL to English connection and providing full access to the English language
Technology InfrastructureYear 2
(1998-1999)
Year 3
(1999-2000)
Year 4
(2000-2001)
Year 5
(2001-2002)Email
Digital Cameras
Internet/WWW
PowerPoint
Videoconferencing
Laptop Loan
ASL/English Videos
ASL/English CD-ROMs
WEB Report
Bulletin Boards
Chatrooms
CD-ROM of ASL/English Bilingual
Model (completed)
Webcasting
SMARTBoard
Digital Camcorder
Portable distance learning equipment in
classroom
Digital Cameras
Internet/WWW
PowerPoint
Videoconferencing
Laptop Loan
ASL/English Videos
ASL/English CD-ROMs
WEB Report
Bulletin Boards
Chatrooms
CD-ROM of ASL/English Bilingual
Model (planning)
Webcasting
SMARTBoard
Digital Camcorder
Year 1
(1997-1998)Email
Digital Cameras
Internet/WWW
PowerPoint
Digital Cameras
Internet/WWW
PowerPoint
Videoconferencing
Laptop Loan
ASL/English Videos
ASL/English CD-ROMs
WEB Report
Digital Cameras
Internet/WWW
PowerPoint
Videoconferencing
Laptop Loan
ASL/English Videos
ASL/English CD-ROMs
WEB Report
Bulletin Boards
Chatrooms
CD-ROM of ASL/English Bilingual
Model (planning)
SMARTBoard
Questions? Concer
ns?Comments?