The Science Writing of Deaf Developing Bilinguals

Autor/inn/en	Scott, Jessica; Dostal, Hannah; Gabriel, Rachael; Graham, Shannon
Titel	The Science Writing of Deaf Developing Bilinguals
Quelle	In: Journal of Adolescent & Adult Literacy, 65 (2021) 2, S.149-161 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scott, Jessica) ORCID (Dostal, Hannah) ORCID (Gabriel, Rachael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.1189
Schlagwörter	Deafness; Hearing Impairments; At Risk Persons; Skill Development; Language Skills; Adolescents; Science Instruction; Writing (Composition); Language Teachers; Literacy; English; Second Language Learning; English (Second Language) + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Risikogruppe; Kompetenzentwicklung; Qualifikationsentwicklung; Language skill; Sprachkompetenz; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schreibübung; Language teacher; Sprachunterricht; Alphabetisierung; Schreib- und Lesefähigkeit; English language; Englisch; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	Disciplinary literacy (DL) is an important facet of adolescent literacy development. However, for adolescents who struggle with literacy, opportunities to engage with DL and advanced concepts are often withheld in favor of focus on basic skills. Deaf or hard-of-hearing (dhh) children, for example, are at a higher risk for experiencing language deprivation due to limited access to language. Rather than waiting to introduce DL skills and advanced content, literacy skills can be taught within disciplinary contexts using tools that draw attention to students' language and literacy needs. As an illustration, science writing of dhh adolescents was evaluated by individuals in deaf-related fields and science-related fields. This has implications for teachers of language learners, especially those who are dhh. For example, the students' writing demonstrated that though these students are still developing their knowledge of English, they are using a number of features of DL to demonstrate their content knowledge. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01