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Reading and Writing English

Reading and Writing English. Variables to Consider for EFL Deaf College Students Kathleen Eilers crandall, Ph.D. Charles University, Prague Fall Seminar: Teaching English November 2-4, 2000. The Problem. Auditory-based languages Absent or greatly reduced primary signal

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Reading and Writing English

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  1. Reading and Writing English Variables to Consider for EFL Deaf College Students Kathleen Eilers crandall, Ph.D. Charles University, Prague Fall Seminar: Teaching English November 2-4, 2000

  2. The Problem • Auditory-based languages • Absent or greatly reduced primary signal • Dependency on Written form

  3. Elements of Written Language Learning and Deafness • Linguistic interdependence • Primary language - sign language and sign systems • Secondary language - written foreign language

  4. Linguistic Interdependence • Will deaf students with a strong base in a native sign language be able to use this to support the learning of reading and writing? • Will cognitive and academic literacy transfer from a sign language to a written language?

  5. Linguistic Progression • Receiving spoken or signed messages • Expressing spoken or signed messages • Reading messages • Writing messages How interdependent are these skills?

  6. Essential Elements • What are factors in successful language learning? • Environment • Teacher / Mentor • Learner • What occurs when one or more of these elements is not present?

  7. Environmental Variables • Perceivable input • Comprehensible input • Need • Opportunity

  8. Teacher / Mentor Variables • Respect for learner • Knowledge of language • Attentiveness and value • Frequency of use • Immediacy of feedback • Variety and consistency

  9. Learner Variables • Importance of language • Self-esteem and value • Motivation • Ability and attentiveness • Opportunity frequency • Previous language experiences

  10. Technology Opportunities • Traditional classroom • Traditional plus technology • Guided use of technology • Independent use of technology

  11. Email Communication • Submit assignments • Receive rapid input from teacher/mentor • Keep in touch

  12. Web Forms • Conduct joint student / teacher research • Follow directions in reading and writing • Receive rapid input

  13. Interactive Communication Message Boards and Chat Rooms • Direct written language use • Meaningful, relevant interactions • High motivation

  14. Web References • Immediacy of response • Satisfaction of curiosity • Promotion of independent learning

  15. Additional Opportunities Class notes Online quizes Self-Study

  16. Review: Essential Elements • Perceivable input • Comprehensible input • Non-threatening environment • Feelings of self worth • Need to learn • Opportunity for interaction

  17. Summary These elements can already be incorporated into our English language programs. Technology makes some of these elements easier to implement Technology makes written language more accessible to deaf and hard-of-hearing students.

  18. Kathleen Eilers crandall NTID English Department Rochester Institute of Technology Rochester, NY 14623 Phone: (716) 475-5111 Fax: (716) 475-6500 Email: kecncp@rit.edu Web: http://www.rit.edu/~kecncp Presenter

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