Language and the Deaf DE 576: Session 1

Language and the DeafDE 576: Session 1Jessica ScottBoston UniversityJanuary 18, 2012Food for thoughtWhat matters of deafness of the ears when the mind hears?Victor HugoAgendaWho are we?Course content overviewAssignments overviewBreakThe big pictureGroup activityAgendaWho are we?Course content overviewAssignments overviewBreakThe big pictureGroup activityGetting to know each otherWe will share:NameWhere you are fromWhat brought you to this programSomething interesting/unique about yourself that you would like to share5AgendaWho are we?Course content overviewAssignments overviewBreakThe big pictureGroup activityMajor topics to be coveredEducational settings, placement, and language useWeeks 2-4Importance of an L1 foundationWeeks 5-6Applying L2 to reading and writingWeek 7Vygotskyan theories of literacyWeeks 8-12Developing English literacy through ASLWeek 9Major topics to be coveredDeveloping literacy (both in reading instruction and in the content areas) through interactionsWeeks 10-11Dynamic assessment of language and literacyWeeks 12-13Understanding Deaf students development of reading and writingWeeks 14-15AgendaWho are we?Course content overviewAssignments overviewBreakThe big pictureGroup activityLeading DiscussionsYou choose the week (next week)Only one person per weekCome up with interesting questions to ask your peers related to the article in the syllabusLead class discussion for 20-30 minutes

BlackboardMust post 10 out of 14 weeks (not counting this week!)Post something about the readings for the week something you found interesting, a question you have, something youd like to know more aboutPostings due by Monday night before class

Note: If I dont get access to BlackBoard in the next couple of days, we will be using a Wiki instead (you should have gotten an e-mail about that this afternoon)Three essays

Due February 1, 2012, March 7, 2012, and May 2, 2012.Question will be posted one week before due date1-2 pages double spacedAnnotated bibliographyChoose a topic you want to explore for your final paperFind 5 articles related to that topicWrite a 300 word summary of each articleParticularly focused on how this article is useful for your final paperAPA format!APA exposed is a helpful tool for this:isites.harvard.edu/apa_exposedFinal paperTo be written on any topic related to language, literacy, and Deaf studentsIn addition to the bibliography, an ungraded paper proposal is due between March 21 and April 11 to ensure that you are on the right track15 pages maximumAPA formattedDue May 7Any questions about assignments?

Break!AgendaWho are we?Course content overviewAssignments overviewBreakThe big pictureGroup activityLanguage orientations (Ruiz, 1984)Language-as-a-problem orientation focuses on complications created by linguistic diversity (poverty, illiteracy, ethic, hostilities)Language-as-a-right orientation emphasizes principles of social justice, such as ensuring equal access to schools, courts, and other public institutionsLanguage-as-a-resource orientation values linguistic skills as cultural capital, recognizing the social benefits of conserving & developing these assets19Think-Pair-ShareThink for a moment:What do these orientations towards language mean for deaf students? How do you think ASL is thought of in terms of these orientations by: The general public? (Bilingual) Teachers of the Deaf? Hearing parents of Deaf children?ASL interpretersDoctors? ASL poets?Share your thoughts with a partner

Relationship between language and literacyCummins interdependence hypothesis:Proficiency in one language will transfer to another language with instruction/exposureFor older deaf children, there is a strong correlation between sign language vocabulary and understanding of written language vocabulary (Hermans, Ormel & Knoors, 2010)Strong and Prinz (1997) found that children with stronger skills in ASL also have stronger reading comprehension abilities in EnglishAn example of the difference language makesA program I work withUp until 1980s: Oral education1980s-2004: Total communication: ASL concepts in English word order2004: ASLAn example of the difference language makesStandardized testing scores:2004 (using SEE)Average score: 260.892007 (ASL for 3 years)Average score: 1116.32008 (ASL for 4 years)Average score: 953.672009 (ASL for 5 years)Average score: 1007.822010 (ASL for 6 years)Average score: 1021.39What does this mean?23An example of the difference language makesWriting samples were taken before the switch to ASL and afterChildren wrote responses to the same prompt that were almost three times longer after the switch to ASL Children used double the number of individual vocabulary words after the switch to ASL

A writing sampleBefore9 months laterThe boy thing want B___. then men g___ B___. Then ___ men ___ B___. then Boy s___ then want ___ g___ B___ then B___ then B ___ men ___ B___ ___Lio want balloon.Lio get balloon Bad man try pop ballon.Lio soo gloomy. Than want more balloon Bad man get Lio and pop balloon. Lio want more balloon But cant get balloon beacuse Bad man get Lio.Lio want go home see mom and dad.But I have one balloon now pop.Try more balloon. But pop now Lio soo cry want more balloon but cant get.AgendaWho are we?Course content overviewAssignments overviewBreakThe big pictureGroup activityTime to get to workAnnabelle*High school juniorProfoundly deafAttended school for the deaf from kindergartenHas two deaf parents and deaf siblingsEntire family signs fluently

Becca*High school sophomoreProfoundly deafAttended school for the deaf from kindergartenHas two hearing parents and no deaf family membersFamily unable to sign fluently*Names are pseudonymsWhat are the strengths and needs of these students?In groups of 3Review the writing samples of both studentsDiscuss areas of strength and weaknessWhat differences do you notice between the two writing samples?What do you think this means in terms of the relationship between language exposure and literacy?How would you proceed if you were the teacher of these students?28Preview of next weekWe will explore educational options and settings for Deaf studentsThe first essay question will be posted on blackboardExit ticketOn a piece of paper, please answer the following questions:What do you most hope to get out of this course?What topics are you most interested in learning about (related to language, literacy and Deaf children, of course)?See you next week!