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Advanced Language and the Deaf: DE 576 Session 2

Advanced Language and the Deaf: DE 576 Session 2. Jessica Scott Boston University January 25, 2012. Food for Thought. “The problem is not that the (Deaf) students do not hear. The problem is that the hearing world does not listen.“ Rev Jesse L. Jackson. Agenda. Model Discussion

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Advanced Language and the Deaf: DE 576 Session 2

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  1. Advanced Language and the Deaf: DE 576 Session 2 Jessica Scott Boston University January 25, 2012

  2. Food for Thought • “The problem is not that the (Deaf) students do not hear. The problem is that the hearing world does not listen.“ • Rev Jesse L. Jackson

  3. Agenda • Model Discussion • Syllabus, revisited • Theory: Placement options and linguistic consequences • Break • Practice: Case Studies in Placement • Session wrap-up

  4. Goals for the Session • To clarify any questions remaining regarding the course and its requirements • To consider how educational placements affect language use, and how language use should affect educational placements • To apply knowledge of language, socialization, and academic requirements to considering the educational needs of Deaf students

  5. Agenda • Model Discussion • Syllabus, revisited • Theory: Placement options and linguistic consequences • Break • Practice: Case Studies in Placement • Session wrap-up

  6. Discussion • Language Socialization in Deaf Communities

  7. Any questions? • Again, you should come prepared with discussion questions based upon the chapter • Discussion should last 20-30 minutes • Classmates, respect the discussion leaders and come prepared to discuss the reading! • A sign up sheet for the discussion sessions will be passed around now

  8. Agenda • Model Discussion • Syllabus, revisited • Theory: Placement options and linguistic consequences • Break • Practice: Case Studies in Placement • Session wrap-up

  9. Syllabus • Should be FINAL! • Only real changes: • Article names have been spelled out • Essay 1 now due February 8, not February 1

  10. Any questions on the syllabus?

  11. An interlude… • Some ideas brought up on the course website: • Diglossia • Eugenics • Usefulness of code switching • Cochlear Implants

  12. Agenda • Model Discussion • Syllabus, revisited • Theory: Placement options and linguistic consequences • Break • Practice: Case Studies in Placement • Session wrap-up

  13. Three questions • Claire Ramsey concludes her first chapter with three questions: • Why does intelligible language matter? • Why does interaction matter? • Why does context matter? • With a partner or two, please consider these questions in relation to Deaf children and educational placement

  14. Why does intelligible language matter? • De entradainteligibleesnecesarioque los estudiantesaprendan • Razumljivoulaz je potrebnozastudentekako bi naučili •  학생들이 배울 수 있도록 가능한 입력이 필요합니다 • Умопостигаемойвходнеобходимодлястудентов, чтобыучиться

  15. Why does intelligible language matter? • Obviously, you need to understand the language in order to learn • What might this look like for Deaf children?

  16. Why does interaction matter? • A preview of Vygotsky, who we will focus on later • The general idea behind Social Interactionist Theory: • Zone of Proximal Development • For language and ALL other learning • This is mediated through interaction with a “more knowledgeable other” • This becomes complicated when thinking about Deaf children

  17. Why does interaction matter? • Who is the “more knowledgeable other” for hearing children in terms of language development? • Who might it be for Deaf children? • What does this mean for teachers? • With a (different) partner, brainstorm ways that teachers can use interaction to mediate Deaf children’s learning • In language • In reading (generally considered a solitary activity)

  18. Why does context matter? • 60% of Deaf children are educated in public school settings (Nowell & Innes, 1997). • What does their linguistic input and interaction look like? • As of 2008, only 12.2% of Deaf children are education in separate settings, either in a day or residential program (National Center for Education Statistics) • What does their linguistic input and interaction look like?

  19. Break!

  20. Placements: The Aspen School • The rest of this book will focus on the Aspen School, so it is important that we know: • Who the important people are • What was observed • How it was analyzed

  21. The Aspen School • In groups of three you will receive a copy of the chapter (in case you do not have the book) • Around the room are big sticky notes for different parts of the book • In your group, you will answer the questions that follow on the sticky notes

  22. The Aspen School

  23. Thinking about the Aspen school • What do you think about this school?

  24. Agenda • Model Discussion • Syllabus, revisited • Theory: Placement options and linguistic consequences • Break • Practice: Case Studies in Placement • Session wrap-up

  25. What are our goals for our students? • Placement of our students is highly dependant on our goals for them • What are the goals we might have for our students? • In terms of language • In terms of socialization • In terms of academics

  26. Goals as related to placements • Residential schools • What kinds of goals can we typically achieve here? • Linguistically • Socially • Academically • Self-contained classrooms (day school) • What kinds of goals can we typically achieve here? • Linguistically • Socially • Academically • Public schools with interpreters • What kinds of goals can we typically achieve here? • Linguistically • Socially • Academically

  27. Case studies • In groups of three, you will receive a case study of a student with information about their language, academic abilities, social needs, as well as their placement • Think about what your goals would be for this student • Think about whether this placement appropriate for helping this student to meet their goals • You will have 20-30 minutes in a group to talk this through, and then we will share case studies with the class

  28. Agenda • Model Discussion • Syllabus, revisited • Theory: Placement options and linguistic consequences • Break • Practice: Case Studies in Placement • Session wrap-up

  29. Reminders • Due to the late ordering of books from the bookstore, your essay #1 will be due in TWO weeks, not next week • The essay will be posted next Wednesday after class

  30. Take-Aways • What information will you take away from today’s session?

  31. See you next week!

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