American Sign Language and English Bilingualism: Educators' Perspectives on a Bicultural Education

Autor/in	Griffin, Darrin J.
Titel	American Sign Language and English Bilingualism: Educators' Perspectives on a Bicultural Education
Quelle	In: International Journal of Bilingual Education and Bilingualism, 24 (2021) 6, S.757-770 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Griffin, Darrin J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2018.1512552
Schlagwörter	American Sign Language; Bilingualism; Biculturalism; Multicultural Education; Bilingual Education; Deafness; Hearing Impairments; Special Schools; English (Second Language); Educational Technology; Technology Uses in Education; Teaching Methods; Reading Instruction; Writing Instruction; Language of Instruction; Identification (Psychology) + Suchen Sie Ihr Suchwort? Bilingualismus; Bikulturalität; Multikulturelle Erziehung; Bilingual teaching; Bilingualer Unterricht; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Special school; Sonderschule; English as second language; English; Second Language; Englisch als Zweitsprache; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Schreibunterricht; Teaching language; Unterrichtssprache
Abstract	Teaching a second language to students who are Deaf and hard-of-hearing is unique because language learning techniques often disrupt spoken/phonocentric models of bilingual language learning that require speech before learning to read and write. Balanced bilingual educational strategies in education of Deaf and hard-of-hearing students include chaining concepts using American Sign Language (ASL) rather than relying on speech and lip-reading. Rather than focusing on speech as an initial step to learning English, ASL is used to teach reading and writing of English. Five face-to-face interviews with educators at a large Deaf residential school serve to explore issues and prescriptions for teaching language to Deaf students. Five themes are used for discussion: understanding ASL--English bilingualism, the significance of technology in Deaf education, the goals of bilingual language models, how identification plays a role in language learning, and suggestions for ideal ways to teach Deaf students. Limitations and suggestions for future research are offered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01