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CHAPTER I

INTRODUCTION

Acquiring Language

For severely and profoundly deaf people, acquiring

language is clearly a dierent process from the ways in which

hearing people develop language. Language is acquired through

plentiful exposure to meaningful linguistic interaction in early

childhood. Severe deafness drastically reduces both the quantityand the quality of linguistic input available and accessible to the

deaf person. Consequently, for a deaf student, nglish language

development is rarely natural and automatic, but is instead a

laborious process with numerous obstacles and pitfalls.

For many students this situation is exacerbated by a poor

education system, where students may miss a great deal of

information. !his can hamper understanding of nglish grammar

and result in a limited vocabulary and more restricted literacy

s"ills than hearing peers.

English as a Second Language

For many pre#lingual deaf students, those born deaf,

nglish is their second language$ %ritish Sign Language being

their &rst. 'owever, unli"e other students who do not havenglish as their &rst language, pre#lingual deaf students are

physically unable to learn nglish the way a (erman or French

native spea"er learns nglish. !hey cannot be immersed in the

language around them for they cannot hear it. )n addition, since

%ritish Sign Language is entirely visual, deaf students do not

have a written or spo"en language on which to base their second

language learning.

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Linguistic Difculties

)t is not surprising, then, that deafness often leads to

linguistic problems. +iculties manifest themselves most

obviously in written wor", where mista"es may be found with

sentence structure, verb tenses, word omissions etc. -hen one

considers a lifetime of not hearing articles, determiners, wordendings and prepositions the mista"es become more

understandable. !o exacerbate the problem, carrier language,

all those words which tie language together it, them, and, with

etc./, is often 0hidden1 in 2uent speech and therefore impossible

to lip#read. !he lac" of audition and auditory memory severs the

means by which to rehearse what is put down on the page.

Furthermore, %ritish Sign Language has a grammar and syntax

which is quite dierent to that of spo"en nglish which can also

confuse the student.

Reading Difculties

3esearch shows that the reading age of deaf students

leaving school is below the national average. Clearly, deaf

people reaching higher education are functioning at a relatively

advanced level of nglish. 'owever, reading remains a very

laborious tas" for deaf students, as their vocabulary is usually

considerably restricted in comparison with their hearing peers. 4

deaf student will not have heard many of the words that &ll the

classrooms and lecture rooms around them. 5nfamiliar words, or

words which have not been speci&cally introduced to the student,

cannot be lip#read. Consequently, deaf students often have to

research not only the technical 6argon relating to the sub6ect, but

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also carrier language which is commonplace for hearing peers.

4n exceptional amount of time is thus spent on reading around

and preparing assignments, often with the support of an

individual Language Tutor.

Lac o! "acground In!or#ation

)n addition, for a deaf student, the pathway to general

"nowledge has been signi&cantly bloc"ed. 'earing students

learn so much information through 0os#osis1$ they absorb

general "nowledge through reading newspapers, listening to the

!.8 or radio, chatting in the Students 5nion, eavesdropping on

the bus and having discussions with other students in the

refectory or pub. !his incidental information often helps to form

the opinions and develop the s"ills necessary for higher

education. 9et, deaf students are often denied access to this

whole wealth of general "nowledge and life experience.

I#$lications

!he "noc"#on eect of all of the above, is often re2ected in

a deaf student:s written wor", which one may 6udge to be lac"ing

in depth, containing immature and sometimes uninformed

opinions and exhibiting problems with sequencing and overall

structure.

This #a% &ell #as the student's true intelligence

and creati(e a)ilit%*

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CHAPTER II

THEORIES

!he linguistic and instructional needs of deaf children*

have been passionately debated for more than two centuries

Lane, *$ Lang, 7?**$ @oores, 7??*, 7?*?/, as this population

has often struggled to acquire the literacy s"ills necessary for

academic success Carney A @oeller, *


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and meaning. 4lso during this time, arti&cially constructed

manual systems of nglish became popular. Schools throughout

the 5nited States mandated the use of these systems in the

belief that if +eaf students were exposed to them, they would

develop reading and writing s"ills 3eagan, *


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+*, Dea! Student

+*,*, De-nition O! Dea! Student

+eaf ducation is a broad and diverse professional &eld

that centers on the education of children who are deaf or hard of

hearing. !eachers often concentrate their studies in early

childhood education, elementary education, or a secondary

content area. !eachers of students who are deaf or hard of

hearing become experts in language acquisition and the unique

learning and communication needs of their students.

Sometimes individuals who ma6or in deaf education serve

in capacities other than teaching for there are other &elds andareas of expertise that intersect with deaf education. For

example, some university graduates who ma6ored in deaf

education have become transition specialists who wor" with

students who are transitioning from school to wor". Mthers

function as educational interpreters or wor" with families of

newly diagnosed deaf or hard of hearing infants, providing

support to the family during the early months as they confrontand learn the challenges of raising a deaf or hard of hearing

child.

!here are many other areas in which deaf educators

expand their careers through advanced study and additional

degrees in special education, early intervention, speech

language pathology, career technology, audiology, school

counseling, social wor", educational administration, etc.

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+eaf education provides a great foundation and career

options for individuals who are interested in wor"ing with this

unique population of students.

+*,*+ T%$e O! Dea! Students

)n general terms, there are two types of hearing loss,

conductive and sensorineural. 4 combination of both is also seen

as a mixed hearing loss. ach is discussed below.

'43)( LMSS !9S

,* Conducti(e Hearing Loss

Conductive 'earing Loss or Mtitis @edia is the most

common type. )t means that sounds cannot pass eciently

through the outer and middle ear to the cochlea and auditory

nerve. !his is most often caused by 2uid building up in themiddle ear. !his condition is called Mtitis @edia with usion

M@/ and can be referred to as Kglue earK in some countries.

@ost conductive deafness is temporary but there is a chance that

it can be permanent or Conductive hearing loss is caused by any

condition or disease that impedes the conveyance of sound in its

mechanical form through the middle ear cavity to the inner ear. 4

conductive hearing loss can be the result of a bloc"age in theexternal ear canal or can be caused by any disorder that

unfavorably eects the middle earKs ability to transmit the

mechanical energy to the stapes footplate. !his results in

reduction of one of the physical attributes of sound called

intensity loudness/, so the energy reaching the inner ear is lower

or less intense than that in the original stimulus. !herefore, more

energy is needed for the individual with a conductive hearing loss

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to hear sound, but once itKs loud enough and the mechanical

impediment is overcome, that ear wor"s in a normal way.

(enerally, the cause of conductive hearing loss can be identi&ed

and treated resulting in a complete or partial improvement in

hearing. Following the completion of medical treatment for cause

of the conductive hearing loss, hearing aids are eective in

correcting the remaining hearing loss.

!he audiometric pro&le that indicates a conductive hearing

loss is the presence of air#bone gaps better hearing by bone

conduction than by air conduction/, excellent word recognition at

a comfortable listening level, and evidence of a middle ear

dysfunction on immittance. For situations where a bloc"age is

noted in the external ear canal, hearing testing is deferred until

the canal is cleared.

+* Sensorineural Hearing Loss

!he second type of hearing loss is called sensorineural

hearing loss. !his word can be divided into its two components #

sensory and neural # to allow us more clarity in specifying the

type of hearing loss. !he comprehensive audiometric assessment

and supplemental tests can yield the information needed to

dierentiate between a sensory and a neural hearing loss,

although they can co#exist in the same ear. eural hearing loss is

another name for retrocochlear hearing loss.

Sensorineural hearing loss results from inner ear or

auditory nerve dysfunction. !he sensory component may be from

damage to the organ of Corti or an inability of the hair cells to

stimulate the nerves of hearing or a metabolic problem in the

2uids of the inner ear. !he neural or retrocochlear component

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can be the result of severe damage to the organ of Corti that

causes the nerves of hearing to degenerate or it can be an

inability of the hearing nerves themselves to convey

neurochemical information through the central auditory

pathways.

!he reason for sensorineural hearing loss sometimes

cannot be determined, it does not typically respond favorably to

medical treatment, and it is typically described as an irreversible,

permanent condition. Li"e conductive hearing loss, sensorineural

hearing loss reduces the intensity of sound, but it might also

introduce an element of distortion into what is heard resulting in

sounds being unclear even when they are loud enough. Mnce any

medically treatable conditions have been ruled out, the

treatment for sensorineural hearing loss is ampli&cation through

hearing aids.

.* /i0ed Hearing Loss

4 mixed hearing loss can be thought of as a sensorineural

hearing loss with a conductive component overlaying all or part

of the audiometric range tested. So, in addition to some

irreversible hearing loss caused by an inner ear or auditory nerve

disorder, there is also a dysfunction of the middle ear mechanism

that ma"es the hearing worse than the sensorineural loss alone.

!he conductive component may be amenable to medical

treatment and reversal of the associated hearing loss, but the

sensorineural component will most li"ely be permanent. 'earing

aids can be bene&cial for persons with a mixed hearing loss, but

caution must be exercised by the hearing care professional and


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patient if the conductive component is due to an active ear

infection.

+*+ English 1oca)ular% 21er)3

+*+*, De-nition O! English 1oca)ular% 21er)3

8ocabulary is commonly de&ned as Nall the words "nown

and used by a particular personN. Onowing a word, however, is

not as simple as merely being able to recogniEe or use it. !here

are several aspects of word "nowledge that are used to measure

word "nowledge.

4 de&ning vocabulary is a list of words used by

lexicographers to write dictionary de&nitions. !he underlying

principle goes bac" to Samuel PohnsonKs notion that words should

be de&ned using Kterms less abstruse than that which is to be

explainedK, and a de&ning vocabulary provides the lexicographer

with a restricted list of high#frequency words which can be used

for producing simple de&nitions of any word in the dictionary.

8erb is a word used to describe an action, state, or

occurrence, and forming the main part of the predicate of a

sentence, such as hear , become, happen.

8ocabulary verb is a list of word use by lexicographers to

write dictionary de&nitions about a word used to describe an

action, state, or occurrence, and forming the main part of the

predicate of a sentence.

+*+*+ E0a#$le o! English 1oca)ular% 21er)3

*?

https://en.wikipedia.org/wiki/Samuel_Johnsonhttps://en.wikipedia.org/wiki/Samuel_Johnson


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A#erican Sign Language ASL/ is the predominant sign

language of +eaf communities in the 5nited States and most of

anglophone Canada. %esides orth 4merica, dialects of 4SL and

4SL#based creoles are used in many countries around the world,

including much of -est 4frica and parts of Southeast 4sia. 4SL is

also widely learned as a second language, serving as a lingua

franca. 4SL is most closely related to French Sign Language

LSF/. )t has been proposed that 4SL is a creole language,

although 4SL shows features atypical of creole languages, such

as agglutinative morphology.

xample J

**

https://en.wikipedia.org/wiki/Sign_languagehttps://en.wikipedia.org/wiki/Sign_languagehttps://en.wikipedia.org/wiki/Deaf_communityhttps://en.wikipedia.org/wiki/Creole_languagehttps://en.wikipedia.org/wiki/West_Africahttps://en.wikipedia.org/wiki/Southeast_Asiahttps://en.wikipedia.org/wiki/Second_languagehttps://en.wikipedia.org/wiki/Lingua_francahttps://en.wikipedia.org/wiki/Lingua_francahttps://en.wikipedia.org/wiki/French_Sign_Languagehttps://en.wikipedia.org/wiki/Creole_languagehttps://en.wikipedia.org/wiki/Agglutinationhttps://en.wikipedia.org/wiki/Sign_languagehttps://en.wikipedia.org/wiki/Sign_languagehttps://en.wikipedia.org/wiki/Deaf_communityhttps://en.wikipedia.org/wiki/Creole_languagehttps://en.wikipedia.org/wiki/West_Africahttps://en.wikipedia.org/wiki/Southeast_Asiahttps://en.wikipedia.org/wiki/Second_languagehttps://en.wikipedia.org/wiki/Lingua_francahttps://en.wikipedia.org/wiki/Lingua_francahttps://en.wikipedia.org/wiki/French_Sign_Languagehttps://en.wikipedia.org/wiki/Creole_languagehttps://en.wikipedia.org/wiki/Agglutination


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*>


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CHAPTER III

CONCLUTION

+eaf ducation is a broad and diverse professional &eld

that centers on the education of children who are deaf or hard of

hearing. !eachers often concentrate their studies in early

childhood education, elementary education, or a secondary

content area. !eachers of students who are deaf or hard of

hearing become experts in language acquisition and the unique

learning and communication needs of their students.

!ypes of +eaf J Conductive 'earing Loss,Sensorineural

'earing Loss, @ixed 'earing Loss. 8ocabulary verb is a list of

word use by lexicographers to write dictionary de&nitions about a

word used to describe an action, state, or occurrence, and

forming the main part of the predicate of a sentence

4merican Sign Language 4SL/ is the predominant signlanguage of +eaf communities in the 5nited States and most of

anglophone Canada. %esides orth 4merica, dialects of 4SL and

4SL#based creoles are used in many countries around the world,

including much of -est 4frica and parts of Southeast 4sia. 4SL is

also widely learned as a second language, serving as a lingua

franca. 4SL is most closely related to French Sign Language

LSF/. )t has been proposed that 4SL is a creole language,

*D


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although 4SL shows features atypical of creole languages, such

as agglutinative morphology.

CHAPTER I1

RE4ERENCES

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