Deaf Teachers' Reflections on Chinese Literacy.

Area of Science:

• Education
• Linguistics
• Deaf Studies

Background:

• Understanding the influences on literacy acquisition for Deaf learners is crucial.
• Chinese Sign Language (CSL) plays a significant role in the bilingual education of Deaf individuals in China.

Purpose of the Study:

• To explore how childhood literacy experiences and current teaching practices shape the perspectives of Chinese Deaf teachers on literacy learning.
• To identify themes influencing Deaf teachers' views on literacy acquisition.

Main Methods:

• A qualitative study employing grounded theory.
• Videotaped interviews in Chinese Sign Language (CSL) glossed to written Chinese and English with Deaf teachers.
• Analysis of interview data to identify emergent themes.

Main Results:

• Six major themes emerged from the analysis of teachers' experiences.
• A "boomerang effect" in language and literacy development through a bilingual approach was identified.
• The findings highlight the interconnectedness of personal literacy journeys and pedagogical approaches.

Conclusions:

• Childhood and teaching experiences significantly impact Deaf teachers' literacy views.
• Bilingualism, incorporating CSL, offers a unique pathway for literacy development.
• Further research into bilingual theory and practice in Deaf education is recommended.