Author: Brenda Stephenson The University of Tennessee

1. Author: Brenda StephensonThe University of Tennessee • Date submitted to deafed.net – March 6, 2006 • To contact the author for permission to use this PowerPoint, please e-mail: bsimmon1@utk.edu • To use this PowerPoint presentation in its entirety, please give credit to the author.

2. Language Across the Curriculum Contributed by Brenda Stephenson The University of Tennessee

3. Pragmatic Intent • This is the reason why we communicate • Muma (1998) says that the motivation of why we are communicating is called the “centrality of intent.”

4. Relationship among Communication Components Communication Act Mode of the Act- Speech or sign Structure of the Act – ASL or English grammar Context or Meaning Semantics Purpose or Pragmatic Intent

5. Three Broad Divisions of Pragmatics • Micropragmatics – study of intention • Macropragmatics – looks beyond the purpose of a language act to the social context or setting of the conversation • Metapragmatics – involves understanding micro and macro issues

6. Language Instruction Contact Points We ask students : 1. to learn a language for communication purposes 2. to learn about their language 3. to learn other information using their language as a tool.

7. Learning a First Language at School Remember that the BEST place to learn a first language is at home from your parents…but if this doesn’t happen then teachers must take on the task.

8. Three major pathways for learning language • The auditory pathway for spoken English • The visual pathway for English • The visual pathway for acquisition of ASL and English as a second language

9. Literacy Best Practices • 1. Provide and monitor level-appropriate reading materials for independent reading activities as well as time to read. • 2. Use technology such as CDs, captioned materials, and interest-based Internet sites that are known to be motivating.

10. 3. Teach phonemic awareness and phonics either through structured, auditory-based programs with appropriate modifications for oral students OR through specialized materials and techniques that provide visual support (e.g., Lindamood Bell, Visual Phonics, Cued Speech, teacher-developed visual materials) to students who sign or need additional visual support

11. 4. Teach metacognitive skills such as reading strategies (e.g., re-reading, looking at pictures, predicting, visualizing, etc.) prior to, during, and after reading through Guided Reading activities to promote text comprehension.

12. 5. Promote reading skill development through written language applications such as dialogue journals, research reading and writing, language experience stories, writing to read, or other language-based programs.

13. 6. Use content area reading materials to promote reading comprehension through scaffolding and other content area techniques. • 7. Have students collaborate with others on activities that promote literacy development through such activities as shared reading and writing.

14. 8. Teach vocabulary meaning through semantic-based activities that enhance knowledge of multiple meanings of words, idiomatic expressions, and denotation (concrete) and connotation (abstract) meanings of words.

15. 9. Teach vocabulary meaning through morphographemic-based activities that enhance knowledge of word meaning through understanding of root/base words, prefixes, suffixes, including Latin and Greek derivatives.

16. 10. Incorporate specific activities and strategies to promote either spoken reading fluency in oral students or signed reading fluency in signing students.

17. Learning about Language • Language and literacy development is intertwined. • Learning to read and write is the most important language-dependent task children face. • Most deaf adults become dependent upon the written word for access to everyday information and for informal interactions with hearing people.

18. Learning Information through Language • One of the most important tasks that a teacher of deaf students must perform is to provide a bridge between the student’s present level of language understanding and the language demands of the subjects being taught.

19. Math • Must understand comparative language • as many as • is taller than • three times as much as

20. Math continued • Must understand inferred concepts • Be able to use connector language • If…then • If and only if • Because • Either…or

21. Word Problems • Require students to understand • Important versus extraneous information • To understand sequences of events • Inferred relationships inherent in the problems

22. Model by Luetke-Stahlman (1999) • Represent concepts with manipulatives • Solve problems in authentic contexts • Provide key words to help students understand math processes needed

23. Steps continued • Help students differentiate between necessary and extraneous information • Helps students learn that there may be some missing information in a word problem • Relate new concepts/vocabulary to old or known

24. Steps continued • Rephrase word problems by verbally mapping it with another language • Consider other forms of representation including counters, pictures, graphs, etc. • Help children build a vocabulary implicitly related to different processes