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Related Experiment Videos

Documenting English syntactic development in face-to-face signed communication.

C T Akamatsu1, D A Stewart, B J Becker

  • 1Toronto District School Board, Toronto, Canada.

American Annals of the Deaf
|February 24, 2001
PubMed
Summary

Teachers using English-based signing significantly improve deaf students' English skills. This method aids in developing literacy by bridging native sign language with English acquisition.

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Area of Science:

  • Linguistics
  • Deaf Education
  • Second Language Acquisition

Background:

  • Investigated the impact of English-based signing (EBS) on deaf students' English competence.
  • Focused on five students within a larger study on teachers' use of EBS in instruction.
  • Examined the development of face-to-face English skills over a 4-year period.

Observation:

  • Students initially produced grammatical forms common to both English and American Sign Language (ASL) more readily.
  • Attainment levels were consistently higher for English-ASL similar grammatical forms compared to dissimilar ones.
  • Emerging English forms were observed between prompted/imitated utterances and within grammatical construction tests.

Findings:

  • Teachers' deliberate use of EBS as a language of instruction positively influences deaf students' English acquisition.

Related Experiment Videos

  • EBS facilitates the development of English skills crucial for literacy.
  • The study highlights the effectiveness of EBS in supporting English language development in deaf learners.

    • Implications:

    • Recommends the integration of EBS in educational settings for deaf students to enhance English proficiency.
    • Suggests EBS can serve as a vital pedagogical tool for bridging sign language and written English.
    • Emphasizes the importance of instructional strategies in fostering language and literacy skills in deaf learners.