Literacy Instruction in Primary Level Deaf Education in China

Autor/inn/en	Wang, Qiuying; Andrews, Jean F.
Titel	Literacy Instruction in Primary Level Deaf Education in China
Quelle	In: Deafness & Education International, 19 (2017) 2, S.63-74 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1464-3154
DOI	10.1080/14643154.2017.1344464
Schlagwörter	Foreign Countries; Literacy Education; Deafness; Elementary Education; Reading Instruction; Writing Instruction; Elementary School Curriculum; Special Education; Elementary School Teachers; Teaching Methods; Grade 1; Grade 2; Lipreading; Sign Language; Finger Spelling; Chinese; Eye Movements; Attention; China + Suchen Sie Ihr Suchwort? Ausland; Gehörlosigkeit; Taubstummheit; Elementarunterricht; Leseunterricht; Schreibunterricht; Special needs education; Sonderpädagogik; Sonderschulwesen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Lippenlesen; Gebärdensprache; Fingeralphabet; China; Chinesen; Augenbewegung; Aufmerksamkeit
Abstract	The national policy in deaf education in Mainland China primarily focuses on oral/aural instruction and hearing rehabilitation. The curriculum in primary grades is specifically structured on speech and hearing skills for language development. But there is little evidence that documents what early literacy instruction looks like or how teachers conduct the teaching of reading and writing in classrooms with Chinese deaf children. By analyzing videotapes from the first and second grade classrooms, we describe how reading and writing are taught to deaf children in China. The key findings are that the primary grade literacy instruction (1) shares features of Gradual Release of Responsibility model with a focus on speech and hearing skills; (2) uses multimodal strategies and pedagogical tools such as lip-reading, Pinyin phonetic symbols, Pinyin Finger Spelling, Chinese Sign Language (CSL), and Signed Chinese (SC). Moreover, the curriculum reflects low expectations for deaf students as it lacks the academic content provided to their hearing peers. We conclude with implications for literacy instruction in deaf education, and suggest a future research agenda. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01