should teachers learn sign language

The interview questions were clustered around two interconnected themes to assist with the thematic analyses. What are theories in which you base your teaching practices? It’s the same thing when it comes to learning sign language, as there is such a thing as a Deaf culture and Deaf community with its own rich history too. Similarly, both teachers in the second-year preschool class also reported using a Handshape tracing activity for language play. This should enhance their fingerspelling proficiency and provide students with potential literacy benefits that seem to occur with children that have higher levels of fingerspelling proficiency (Hile, 2009; Hirsh-Pasek, 1987; Padden & Ramsey, 1998, 2000). Peter K. Crume, Teachers’ Perceptions of Promoting Sign Language Phonological Awareness in an ASL/English Bilingual Program, The Journal of Deaf Studies and Deaf Education, Volume 18, Issue 4, October 2013, Pages 464–488, https://doi.org/10.1093/deafed/ent023. However, the benefits of spoken language PA are not as evident with deaf children because there is significant variability in the level of benefits that they receive from spoken language PA (Mayberry, del Giudice, & Lieberman, 2011). M. L. The teachers stressed that exposing children to regular and lexicalized fingerspelling was crucial to their students’ language and literacy development. A teacher’s score of 4 indicated that she used a strategy daily, whereas a score of 0 meant she never used the strategy. The other down side, is that a prerequisite to learning sign language is having the fine motor skills necessary to … c. How do you build awareness of ASL phonology? Interestingly, they also found that syllable boundaries for fingerspelling production with older deaf children seemed more closely related to phonological patterns of mouthing words in English. . The teachers had students trace and cut out an outline of their hand in the form of a handshape and then encouraged students to use the handshape to form signs based on objects in the room. All children in the school could learn some British Sign Language signs and finger spelling; Staff can attend a Deaf awareness training course. In addition, the second-year preschool teachers, Elisa and Amanda, the prekindergarten teachers, Amanda and Katie, and two of the kindergarten teachers, Jane and Linda, were interviewed together. Memo writing helped define categories and describe how each category was developed, maintained, changed, and related to each other. Why would you decide to take that from them, and decide you think you know best and give them a sign instead? The teachers believed that ASL served as the native and primary language for students and provided students with a foundation that promoted their social, emotional, and language development. She argued that without early exposure to fingerspelling deaf children’s acquisition of reading could be severely limited. Olson The teachers felt that students, even at the preschool level, were capable of producing the overall fingerspelling movements, even if they were not yet able to produce the individual letters in the fingerspelled word. Torgesen Many deaf children seem to become successful readers without spoken language PA, potentially suggesting that they could have benefitted from sign language PA. A relevant finding of the response was that there were five instructional strategies that received a score of 23 or 24, which meant these strategies were used daily by all the responding teachers, and these activities included (1) natural conversation in ASL, (2) display of manual alphabet in the classroom, (3) use of (regular) fingerspelling in signing, (4) use of lexicalized fingerspelling in signing, and (5) chaining. T. S. I can see this from those years where I taught the letter of the week when the kids were three years old, I really had to repeat myself again and again. Although the body of research seems to contradict each other, one potential explanation is that deaf children can become successful readers through multiple pathways. That is, you will not in fact be learning a language. One issue that needs to be addressed is how to better understand what can be done to incorporate more translational efforts of notions of sign language phonology from the field of linguistics into deaf education. Although this insight was beneficial, the teachers felt that many of the preschool and prekindergarten students had a limited understanding that the manual alphabet actually represented a language that was very different from ASL. The teachers felt that providing students with continuous exposure to handshape and movement forms allowed them to see recurring structural patterns that would become more refined as they got older. var item_width = jQuery('#shs_slider_ul .shs_items').outerWidth(); BSL is a complete language with a unique vocabulary, construction and grammar. To learn basic sign language, I use Sign Language 101, and I study one lesson per week, which is provided on video by Dr Byron Bridges, at no cost. Piñar The teachers also seemed to use their training from AEBPD and the resources and expertise available to them, like the ASL specialist. The teachers also noticed variability when their students used lexicalized fingerspelling. The follow-up response form served two purposes. How do you incorporate reading activities? Stokoe used the term chereme to provide a psychologically and functionally equivalent term to characterize a manual form of a phoneme in spoken language. Wilkinson Paul Translated literally, the handshape story is about a person who KNOCKS [A-HS] (on a) DOOR [B-HS], ENTERS [B-HS] (the) WALLS (of a building) [B-HS], (feels) COLD [S-HS], SEARCHES [C-HS] (around for something), (sees) NOTHING [O-HS], (and then is) SURPRISED [1-HS] (and) SCARED [5-HS] (by a) CAT [F-HS]. Conversely, there were three activities that received very low overall scores, and these include (1) student video self-critique, (2) the computerized ASL dictionary, and (3) tracing handshapes on paper, which reflected that only a limited number of teachers used the activity. It was too abstract for them. With a strong primary language intact, the students could acquire English as a second language more effectively. This meant that Deaf children did not see anybody use Sign Language until they went to school, if at all. Another study that is greatly needed is one that measures the longitudinal effect of sign language PA. 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