Critical Literacy: Deaf Adults Speak Out

Autor/in	Enns, Charlotte
Titel	Critical Literacy: Deaf Adults Speak Out
Quelle	In: Exceptionality Education International, 19 (2009) 2-3, S.3-20 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-5227
Schlagwörter	Deafness; Learning Strategies; Writing Skills; American Sign Language; Literacy; Teaching Methods; Adults; High Schools; English Instruction; Bilingual Education; Oral Language; Second Language Learning; Surveys; Student Attitudes; Language Processing; English (Second Language); Second Language Instruction; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Writing skill; Schreibfertigkeit; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; High school; Oberschule; English langauage lessons; Englischunterricht; Bilingual teaching; Bilingualer Unterricht; Oral interpretation; Mündlicher Sprachgebrauch; Zweitsprachenerwerb; Survey; Umfrage; Befragung; Schülerverhalten; Sprachverarbeitung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Ausland; Kanada
Abstract	The purpose of this paper is to describe a variety of teaching and learning strategies that were used within a classroom of Deaf adults participating in a high school English course as part of an upgrading program. The class was conducted in a bilingual manner; that is, being Deaf and communicating with American Sign Language (ASL) was not regarded as a deficit, but as a cultural experience comparable to and distinct from cultures based on oral languages. The students' knowledge of ASL was used to help them develop their skills in English literacy. The emphasis in the classroom was to empower students to take responsibility for their own learning. Teaching activities were designed to help students create meaning around larger social issues. The goal was to improve their English reading and writing skills, and help them relate to what was happening in the world around them and lead them into action. (Contains 2 tables and 1 footnote.) (As Provided).
Anmerkungen	Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://ejournals.library.ualberta.ca/index.php/eei
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10