Language Learning

Language LearningChallenges for the Deaf

Denise EbelerCapstone 8700

Prescott SchoolImprovement Goal

• Increaseacademicachievement inliteracy and mathof each Prescottstudent througheffective teachingand learning.

Prescott LibraryMission Statement

• The mission of thePrescott Library is to bea collaborative learningenvironment whichsupports our curriculum;teaches students howto find, use, andevaluate information;and promotes a life longlove of reading andlearning.

LearningwithSarah

Sheis…• afourthgrader• hearingimpairedwithaCochlearimplant• knowsandusessignlanguageforsupport• immigrantfromIraq• fatherspeakssomeEnglish/stepmotherspeaksArabic

• aloverofherbrothers,trampolines,anddancing

Reading and Critical ThinkingThe research says…

• Hearing impaired students areoften language delayed due toa lack of exposure to orallanguage.

• They often know only the mostcommon meaning of multiplemeaning words. They lack anin-depth understanding ofvocabulary.

• There is a need for directinstruction of multiple meaningwords and varied contexts.

Coppens, Tellings, Verhoeven, &Schreuder

• Deaf students often perceive thatthey comprehend more whensigning, but often miss content.When reading they must deal withall of the written words.

• They need more support withdecoding, vocabulary, andgrammar for these skills to becomeautomatic.

• Teachers should not be content tostop there. Students also needdirect instruction with higher levelcomprehension skills includingdetermining main idea and usingdetails to determine impliedmeanings.

Marschark, Sapere,  Convertino, Mayer,Wauters, & Sarchet

Our lesson:

Vocabulary from Grandfather’s Journey

• We used the text Sarah wasusing in her classroom.

• Her objective was to knowmultiple meaning of words.Sarah sorted pictures, actedout, and applied themeanings of the words.

• We also looked at figurativelanguage including similesand metaphors. Sarahthought about how thewords being comparedwere alike and different.

Reading and Critical ThinkingStandards

• AASL Standards for the 21st Century: 1.1.6 Read, view, and listen for information presented in any format

(e.g., textual, visual, media, digital) in order to make inferences and gather meaning.

• Nebraska State Language Arts Standards:4.1.6 By the end of the fourth grade, students will identify and apply knowledge of the structure, elements, and literary techniques to analyzefiction.Example indicators:

– Identify the literary techniques (e.g. simile, metaphor,onomatopoeia, alliteration, idioms, hyperbole).

Writing and CommunicationThe research says…

• Because hearing impairment isunder the Special Educationumbrella, educators think theirneeds are similar to those of SLDstudents.

• Deaf students have uniqueneeds. They often struggle withphonics, but may have strongskills in other areas.

• It is typical for HI students tostruggle with organization andincluding only relevant contentin their writing.

Reuterskiold, Ibertsson,  and Sahlen

• Deaf and hearing impaired studentsshould be considered bilingual ratherthan disabled.

• Parents who are deaf and fluent inASL are more likely to include theirHI children in the familycommunication and provide astrong language base for theirchildren.

• Hearing parents often struggle tobecome fluent in ASL and theirchildren miss out on familycommunication. These children aretypically more language delayed.

• Students first language should behonored and used for self expression.

Enns, Hall, Isaac, &MacDonald

Our lesson:

Writing an Autobiography• Sarah’s objective was to

use a graphic organizerto focus her thoughts.

• She returned to herorganizer throughout herwriting so that shewould remain on topic.

• She then transferred herthoughts into a narrativeabout herself.

Writing and CommunicationStandards

• AASL Standards for the 21st Century:3.1.3 Use writing and speaking skills to communicate new understandings effectively.

• Nebraska State Language Arts StandardsLA 4.2.1.a Use prewriting activities and inquiry tools to generateand organize information, guide writing and answer questions (e.g.,sketch, brainstorm, diagram, free write, graphic organizer, digitalidea mapping tool, word processing tools, multimedia).

LA 4.2.1.b Generate a draft by selecting and organizing ideas relevant to topic, purpose, and genre.

Technology and CreativityThe research says…

• When considering ASL, it isimportant to think of functional,cultural, and critical literacy.

• Primary and secondary discoursewere noted. Students shouldhave opportunities to expressthemselves in their primarylanguage.

• Deaf students were encouragedto video tape themselves tellingtheir stories in ASL

Snodden

• Transmediation is the transfer ofmeaning between sign systems.

• Examples are writing, speaking,drama, music, drawing, ASL, anddigital media. The traits betweenthem intersect, yet have their owntraits.

• Digital expression includes variedtext, graphics, transitions, soundeffects, and credits.

• Using multiple modes increasescomplexity and creativity ofthought.

Mills

Our Lesson:

Sarah’s Comic Life

• Sarah’s objective was to learnthe tools of the Comic Lifesoftware.

• Sarah listed the important ideasabout herself that she wanted toinclude in her project.

• She learned how to formatComic Life and created hertemplate.

• She added her name, text, andpictures that were important toher.

Technology and Creativity

Standards• AASL Standards for the 21st Century

1.2.3 Demonstrate creativity by using multiple resources and formats.3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.

• Nebraska Language Arts StandardsLA 4.2.1.a Use prewriting activities and inquiry tools to generate andorganize information, guide writing and answer questions (e.g., sketch,brainstorm, diagram, free write, graphic organizer, digital idea mappingtool, word processing tools, multimedia)

Reflecting with two deaf educators,Jodi and Laurie

• Hearing impaired students benefit from visualsand acting out vocabulary. They needextensive direct instruction of backgroundinformation with connections to home andschool experiences.

• Language skills effect cognitive maturity. HIstudents with limited language struggle withcomplex thinking including organization.Graphic organizers are very helpful in keepingstudents focused with writing on topic.Repeated use of an organizer allows them tomove to application.

• Technology has made significantimprovements in the lives of the deaf.

- -early detection-aids and Cochlear implants- communication tools

Direct instruction will provide life-longbenefits.

Resources• Say, A. (1993). Grandfather’s journey. Boston: Houghton Mifflin Company.

• Coppens, K.M., Tellings, A, Verhoeven, L. & Schreuder, R.  (2011). Depth of readingvocabulary in hearing and hearing-impaired children.  Reading & Writing, 24 (4), 463-477.

• Marschark, M., Sapere, P., Convertino, C. M., Mayer, C., Wauters, L.,; Sarchet, T.(2009). Are deaf students' reading challenges really about reading? American Annals ofthe Deaf. 154 (4) 357-370.

• Reuterskiöld, C., Ibertsson, T., and Sahlén, B. (2010). Venturing beyond the sentencelevel: narrative skills in children with hearing loss. Volta Review. 110 (3) 389-406.

• Enns, C., Hall, R., Isaac, B., MacDonald, P. (2007). Process and product: creatingstories with deaf students.  TESL Canada Journal. 25 (1) 1-21.

Resources

• Snoddon, K. (2010). Technology as a learning tool for ASL literacy. Science,Technologies, and Deafness. 10 (2), 197-213.

• Mills, K. (2011). 'I'm making it different to the book': transmediation in young children'smultimodal and digital texts. Australasian Journal of Early Childhood. 36 (3), 56-65.

• American Association of School Librarians. (2007). Standards for the 21st centurylearner. Retrieved fromhttp://www.ala.org/aasl/guidelinesandstandards/learningstandards/standards

• State Board of Education. (2009). Nebraska language arts standards. Retrieved fromhttps://www.google.com/search?q=nebraska+language+arts+standards+2009&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-US:official&client=firefox-a

• Sign Language Read Bookmark retrieved fromhttp://www.demco.com/goto?BLS137335&ALL0000&es=20120315045614396100