Language and the deaf

Jessica Scott, Boston University Session 9, March 21, 2012 Language and the deaf

“In terms of a disability, I don’t view myself as having a disability…I function like any other hearing person can. My deafness does not deprive me of anything. I can do anything I want. Except maybe sing.” • Summer Crider, Through Deaf Eyes Food for thought

Discussion What is literate thought? How can we promote literate thought? Break! Housekeeping Guest speaker: Jillian Forschner! Agenda

To understand what literate thought is and how it might be developed To consider ways we can develop literate thought in our classrooms To learn about the experiences of an ASL specialist at a residential school for the Deaf Goals for the session

Discussion What is literate thought? How can we promote literate thought? Break! Guest speaker: Jillian Forschner! Housekeeping Agenda

Discussion: betsy!

“I find it interesting how much stock we put into be literate. We, as a society, believe that if one is not literate than one is not smart. But that is not always the case.” “Especially after reading article #7, I can't understand why teachers are not properly using ASL for instruction. With all the research why do schools continue to implement unsuccessful methods on instruction.” Discussion board interlude

Bailey’s article "Integrative ASL-English Language Arts: Bridging Paths to Literacy" was very useful. I think the 6 principles for application of bilingual education are outstanding. Reading this article, I sure wished I grew up in this kind of environment with all six principles. I feel frustrated and disappointed that educators convinced my parents to put me in hearing schools, with no interpreters, attended thousands of “pull out” hours for speech therapy, and learning little stuff through lip reading. This is an inspiring article, and I look forward working with Deaf children. Discussion board interlude

Classic definition focuses on script literacy: Ability to read and write We know that many Deaf students have traditionally struggled to acquire script literacy skills in English, a language that they no auditory access to We also know that these students may have extraordinary language skills in ASL and have strong cognitive skills What does it mean to be literate?

The ability to interpret ideas and be critical of information (which can be presented in a number of forms). Literate thought requires LANGUAGE, but not necessarily script literacy. A definition of literate thought

Cognitive Ability =/= Reading Ability • There are plenty of people who struggle with reading who are of average (or above average!) cognitive ability • We need to consider more than just ability to read and write in English (or whatever dominant language) when considering literate thought So…

Matthew Effect (Stanovich) – originally applied to reading: • The (reading) rich get richer, and the (reading) poor get poorer • Children are often expected to learn information and world knowledge THROUGH print • Which means that the reading poor might not get instruction that is equal to their cognitive abilities Complications from the matthew effect

Performance literacy • Dialogues, lectures, storytelling • Captured on film (so they can be revisited, in the same way that print literacy is) • Caption literacy • Recorded performance literacy… with captions! Other types of literacy

Read over the example on pages 384-385 in article 8 • How is performance literacy used here? • How does this promote literate thought? • What do you like about this example? • What do you dislike? In groups

About how performance literacy can be fully utilized in the classroom? About how caption literacy can be used to benefit students? Do you have ideas…

1. Provision of Language Models in ASL & English 2. ASL as First/Natural Language for Deaf Children 3. World Knowledge as a Prerequisite for Written English Literacy 4. Promoting Metalinguistic Awareness and Knowledge in ASL & English 5. Valuing Approximations in Both ASL & English 6. Involvement of Parents in the Literary Lives of Deaf Children Bailey’s six principles

Think about these six principles: • How can these principles support the development of literate thought? • Have you seen classrooms that adhere to any or all of these principles? • How might these principles look in practice when applied to a school for the Deaf? In groups

Break!

Today marks the first day you can submit your final paper proposal • The last day is April 11 • Your Annotated Bibliography is due next week • 5 readings on your final paper topic • 300 word summary of each Reminders

Wednesday, March 28 6:30 pm, Wellesley College Science Center Deaf Awareness Event: Lecture and ASL Storytelling Just FYI! An event

I will be out of town from tomorrow until Sunday, so my e-mail response time might be slower than usual • Sorry! Just a note

We will return to our Vygotsky book and think about how we can promote literacy through interactions with our students There will be no discussion leader! Next week

See you next week!

Language and the deaf