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Literacy development in deaf students: case studies in bilingual teaching and learning
1Department of Educational Administration, Foundations, and Psychology, Faculty of Education, University of Manitoba, Winnipeg, Canada.
American Annals of the Deaf
|August 31, 2004
Summary
This study explores bilingual education for deaf students learning written English as a second language. Findings show using American Sign Language (ASL) for instruction and conceptual translation aids literacy, though challenges remain.
Area of Science:
- Education
- Linguistics
- Deaf Studies
Background:
- Bilingual education models are increasingly applied to deaf students learning written English as a second language.
- Implementing theories of second-language acquisition, like Cummins's (1984), presents unique challenges in deaf education.
Purpose of the Study:
- To bridge the gap between bilingual education theory and practical application for deaf students.
- To describe effective teaching and learning strategies in a bilingual/bicultural environment for deaf learners.
Main Methods:
- Case study approach focusing on three elementary school children.
- Observation and description of teaching and learning strategies employed by teachers and parents.
Main Results:
- Utilizing American Sign Language (ASL) as the primary language of instruction supports literacy development.
- Conceptual translation, rather than literal, enhances learning for deaf students.
- Inconsistencies in applying bilingual approaches persist despite positive outcomes.
Conclusions:
- A bilingual approach, emphasizing ASL and conceptual translation, is beneficial for deaf students' literacy.
- Further research and refined strategies are needed to address persistent inconsistencies in deaf bilingual education.