The Case for Heritage ASL Instruction for Hearing Heritage Signers

Autor/in	Isakson, Su Kyong
Titel	The Case for Heritage ASL Instruction for Hearing Heritage Signers
Quelle	In: Sign Language Studies, 18 (2018) 3, S.385-411 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0302-1475
Schlagwörter	American Sign Language; Deafness; Language Research; Deaf Interpreting; Heritage Education; Correlation; Cultural Awareness; Second Language Learning; Second Language Instruction; Native Language Instruction; Teaching Methods; English; Elementary Secondary Education; Language Acquisition; Parent Child Relationship; Hearing (Physiology); Bilingual Education; Course Content; Difficulty Level; Disadvantaged; Community Schools; Educational Opportunities; Questionnaires; Language Usage; Qualifications; Oral Language; Code Switching (Language) + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Sprachforschung; Korrelation; Cultural identity; Kulturelle Identität; Zweitsprachenerwerb; Fremdsprachenunterricht; Native language education; Muttersprachlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; English language; Englisch; Sprachaneignung; Spracherwerb; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Gehör; Hören; Bilingual teaching; Bilingualer Unterricht; Kursprogramm; Schwierigkeitsgrad; Community school; ; Gemeindeschule; Gemeinschaftsschule; Bildungsangebot; Bildungschance; Fragebogen; Sprachgebrauch; Qualifikation; Qualifikationsstufe; Oral interpretation; Mündlicher Sprachgebrauch
Abstract	This article puts forward a solution to the impending shortage of culturally and linguistically competent interpreters: the education of heritage signers as heritage language learners. It examines the current landscape of American Sign Language (ASL) as a course of study and the difficulties heritage signers report when they begin learning ASL. In examining two of the five pedagogically relevant factors known to correlate with heritage language competence, the article illustrates ways in which heritage signers' language acquisition patterns differentiate them from heritage speakers. One is the manner of intergenerational language transmission between a nonnative signing deaf parent and a child. Second, throughout the United States, few opportunities exist for attending bilingual ASL-English schools and heritage ASL courses for heritage signers. For primary and secondary education, federal funding that is earmarked for deaf and hard of hearing students precludes hearing heritage signers from enrolling in existing bilingual programs. Additionally, postsecondary ASL course content is reported as ill-fitted to their needs and their experiences as heritage language learners as marginalizing. The article concludes with a discussion of the formal classroom instructional methods used with heritage signers and of the informal educational opportunities that community-based heritage language schools can offer. (ERIC).
Anmerkungen	Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site: http://gupress.gallaudet.edu/SLS.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01