Bilingual Methods and Strategies

1. Bilingual Methods and Strategies Improving ASL/English Literacy Skills in Deaf HH Students Karen Schulz KYEDHH Summer Conference July 15, 2012

2. Learning Targets: • I can explain the CAEBER Project (source for bilingual methodology). • I can define bilingualism. • I can define literacy of Deaf/HH students and how it is different from hearing students. • I can explain the importance of language planning in my classroom and analyze my own practices. • I can list and define bilingual methods/strategies used with Deaf/HH students.

3. CAEBER Project Formally known as STAR SCHOOLS Project @ NMSD Originally funded by the U.S. Department of Education under the United Star Distance Learning Consortium (USDLC) Professional Development training for DHH teachers across the country

4. VISION: The Star Schools Project envisions high academicachievement for deaf and hard-of-hearing students proficient in American Sign Language and English through staff development in assessment and curriculum, parent involvement, and technology. MISSION: The Mission of the Star Schools Project is to provide a bilingual staff development model that promotes effective instruction of language and literacy for deaf and hard-of-hearing students.

5. Need for ASL/English Bilingual Education Staff In-service • Total communication did not lead to expected gains in academic achievement for deaf students (Barnum, 1984; Charrow, 1975; Johnson, Liddel, & Erting, 1989; Stewart, 1992) • Lack of clarity in the implementation of total communication has led to equally unclear and misguided practices in the field (Stewart, 1992) • No standards and limited publications of curricula or guidelines on bilingual/bicultural approaches • Little or no training in bilingual approaches.

6. Project Goals • To develop and disseminate effective staff development in-service curriculum in bilingual education, in order to improve practices in dual language instruction for deaf learners • To increase research-based practice in deaf education through research, evaluation, and dissemination activities • To use blended technologies to deliver and support effective staff development for improved practices in teaching languages for deaf learners

7. Kentucky School for the Deaf Indiana School for the Deaf Texas School for the Deaf Illinois School for the Deaf Alabama School for the Deaf Wisconsin School for the Deaf California School for the Deaf, Riverside American School for the Deaf South Dakota School for the Deaf Jean Massieu School for the Deaf Minnesota State Academy for the Deaf Metro Deaf School (Minn.) California State University, Northridge Gallaudet University Lamar University McDaniel College Western Oregon University * Offerings in teacher preparation classes Some of the Participating Schools and Universities

8. Question: Are you a bilingual? • Most people do not consider themselves bilingual even though they use both ASL and English in daily communication. The common belief was that a bilingual person was the one who had grown up with two languages and was equally fluent in both.

9. What does bilingual mean? • Use of two languages • Language ability • Language proficiency • Language skills • Balanced of two languages • Different levels of bilingualism

10. Bilingualism: How do we learn language? Vygotsky’s Theory:Learning is social. Vygotsky

11. Learning is social in nature. • Collaborative activities • Field trips • Group cooperative learning activities • Sharing experiences • Peer tutoring • Cultural events • Mix fluent language users with developing users

12. Pair-Share: With a partner, discuss the following question……

13. Discussion Question: Traditionally deaf children have had to learn English in school with a focus on form (ELA standards, writing portfolios, grammar and vocabulary). QUESTION: How can we increase deaf children’s opportunities to use English in a social/interactive setting? How can we increase a student’s use of English with each other during school and after school/unstructured time?

14. What is literacy?

15. Definition of Literacy: (French) literacy involves the interdependent learning of conversational language, reading and writing, and related variables, including motivation and “social interactions.”

16. ASL Attending, watching Signing English Listening Speaking Reading Writing Fingerspelling Fingerreading Speechreading Typing Stephen Nover Language Abilities for Deaf Bilinguals

17. Activity: Language Use in Your Classroom • Using the form entitled “ Estimation of Language Distribution of ASL and English in the Classroom“, reflect upon and analyze a typical instructional day. • Estimate the % of time you and your students use the languages ASL/English. • Think about: What language do I or my students use most often? Do I balance the use of the two languages? How can I improve in my instructional planning? • Share thoughts, reflections and feelings with the group.

19. Social/Academic Language Use Virginia Collier, 1995

20. Social Languageis an interactive process between at least two people. Participants engage in communication and make language allowances for the purpose of comprehension without concern for correct structure. It is also an informal register used in daily living activities and takes 2-5 years to acquire. Academic Languageismore complex at succeeding grade levels. It is tied directly to cognitive development and is involved with discussion of higher order concepts and ideas. It takes 7-10 years to acquire academic language. Language Acquisition: An Overview of Linguistic Processes Virginia Collier, 1995

21. Social ASL • Interact in discussions on informal topics (e.g. weather, news, food) • Brainstorm in small or large groups (e.g. storytelling, planning activities) • Play and participate in interactive games (e.g. handshapes, signs, board games)

22. Social ASL What else???

23. Academic ASL • Engage in discussions on content topics, facts, predictions, inferential and critical information/questions (e.g. literature, expository) • Translate (ASL to English and English to ASL) • Plan and make presentations (e.g. role-play, drama, Jr. NAD, Student Council)

24. Academic ASL using Aesop’s Fables What else???

25. Academic English • Writing: language experience stories, learning logs, literature journals, presentations, reports, business letters, dictated responses on charts, etc. • Self evaluate writing pieces (e.g. word choice, syntax) • Fingerspell/finger-read for academic purposes (e.g. target vocabulary words)

26. Academic English What else???

27. Social English • Informal contexts (e.g. diary, food orders, passes, friendly letters, notes) • Fingerspell/finger-read for social purposes (e.g. names of people, places, unknown signs)

28. Social English (E-pals, IM, FB)

29. Bilingual Methodologies

30. Bilingual Methodology • Preview View Review (PVR) • Purposeful Concurrent Usage (PCU) • Translanguaging • Translating • Language Separation Source: CAEBER, 2004; Baker, 2001, pp. 274-282

31. Bilingual Methodology • Language Separation • Concurrent Use of Languages

32. Language Separation • Sets up distinct separation and clear boundaries between the two languages. • Subject/Topic • Person • Time • Place • Medium of Activity • Curriculum Material • Function • Student

33. Language Separation • Best model for developing second language proficiency • Requires thoughtful language planning • Requires resources (e.g., time, people, money)

34. Language Separation

35. Concurrent Use of Languages in a Lesson • Switching of languages (i.e., codeswitching) • Integrated use of both languages in a lesson (or conversation, activity, etc.)

36. Concurrent Use of Language • Randomly Switching Languages • Purposeful Codeswitching • Translanguaging • Translating • Preview, View and Review • Purposeful Concurrent Usage (or New Concurrent Approach) • Sandwiching and Chaining (Padden and Ramsey, 1998) Baker, 2001

37. Randomly Switching Languages • Random • Not rule-governed • Doesn’t have clear purpose • Not recommended in classroom

38. Translanguaging • Student’s input in one language and output in the other language. (e.g. reading in English and discussing in ASL)

39. Translating • The repetition in one language of what was conveyed in the other language. Literal Translation Translation from English (text) to signing in ASL, but closely following the original text. Free Translation Translation from English (text) to ASL with artistic interpretation.

40. Preview, View and Review • Preview in L1 • Introduction • Background knowledge • View in L2 • Content • Review in L1 • Comprehension check

41. OR…Preview, View and Review • Preview in L2 • Introduction • Background knowledge • View in L1 • Content • Review in L2 • Comprehension check

42. Purposeful Concurrent Usage(New Concurrent Approach) • Balanced amount of time is allocated to two languages. • Teacher decides what language to use and expects the student to use the same language.

43. Bilingual Approach: PCU

44. Bilingual Approach: PCU

45. Bilingual Approach: Presentation of English print to ASL

46. Activity: Identify the bilingual methodology used in each lesson: For each lesson, hold up the card you think matches the described lesson. • Students review facts from a science handout about electricity using ASL. • Students play a review game where questions & answers occur only in English. • Teacher shares details of Mark Twain’s life in ASL. Students write in a Response Log their reflections on MT’s life.

47. More bilingual methods….. • In ASL, teacher briefly discusses some details of history of integration at KSD. In English, students read the paragraph. In ASL, the group discusses history of integration at KSD. • Teacher reads a story about “ Ruby Bridges” by pointing/underlining words, phrases or sentences; signs following English order closely and using ASL signs and facial expressions.

48. More bilingual methods….. • The teacher signs text about the Civil Rights Movement and follows ASL structure; expansion; “disconnects” from English print • Students read the (English) text about the Greek Civilization. Students summarize the information in ASL.

49. Teaching Strategies • Possible Bridges Between ASL & English • Fingerspelling • Codeswitching • “Sandwiching” • “Chaining”

50. “Sandwiching” and “Chaining”