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The why, what and how of D/deaf literacies

Literacy Issues. The why, what and how of D/deaf literacies. Pamela Clark Deaf Potential 2009. Workshop outcomes:. Understand why deaf adults often have literacy problems Identify a range of common literacy errors that deaf learners make

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The why, what and how of D/deaf literacies

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  1. Literacy Issues The why, what and how of D/deaf literacies Pamela Clark Deaf Potential 2009

  2. Workshop outcomes: • Understand why deaf adults often have literacy problems • Identify a range of common literacy errors that deaf learners make • Identify ways that you can meet the literacy needs of deaf adults in your setting

  3. Factors affecting language development • Level of deafness • Age when they became deaf • Age when deafness diagnosed • Early access to language • Communication with parents • Education – oral, signing, total communication. This varies with county and country. • Language/s used

  4. Profound hearing loss Severe hearing loss Moderate hearing loss Mild hearing loss

  5. Vowels carry the power of words. Consonants carry the meaning. What implications will this have for a person with a hearing loss? Consonants only: Twinkle twinkle little star How I wonder where you are Tw-nkl- Tw-nkl- L-ttl- St-rH-w - W-nd-r wh-r- y-- -r- Vowels only: Jack and Jill went up the hill To fetch a pail of water -a-- a-- -i-- -e-- u- --e -i-- -o -e--- a -ai- o- -a-e-

  6. English vs. BSL

  7. Working between BSL and English BSL grammar structures and word order are different from English English BSL He is painting the wall wall paint BSL = create the object before something can be done to it. Verb at the end of the sentence.

  8. What is your name? The car drove over the bridge, turned right and then drove off into the distance. I panicked when I saw the time and had to rush out quickly. I noticed that I had plenty of time so I took my time leaving. Name what? Working between BSL and English ? ? ?

  9. What mistakes? Why? The car was crash car and the police said ‘what happen’ because the car have been crash car so someone was dead in the car. The ambulance came and ambulance man help with someone bed. Then the ambulance man with someone go to in the ambulance bus. Then go to the hospital and end of story.

  10. What do deaf learners find difficult? • Vocabulary • Connotations of meaning within English vocabulary • Word order • Conjunctions eg as, so, since, before • Prepositions • Verb tenses (especially perfect tenses) • Collocations and idioms • Contextual/background information and cultural awareness • Abstract nouns and concepts • Pretend scenarios

  11. a balanced diet Connotations

  12. Conjunctions ? She went to bed she put the cat out before after because so as

  13. What types of errors can you see? Unnecessary info Duplication of meaning This is one of instance examples that the country of Algeria was struggling to seek for their independence, away from the colonialism era. This is one of instance examples that the country of Algeria was struggling to seek for their independence, away from the colonialism era. This is one of instance examples that the country of Algeria was struggling to seek for their independence, away from the colonialism era. This is one of instance examples that the country of Algeria was struggling to seek for their independence, away from the colonialism era. This is one of instance examples that the country of Algeria was struggling to seek for their independence, away from the colonialism era. suffixes prepositions This is one example that shows that the Algeria was struggling to seek independence and a move away from the colonialist era.

  14. Spelling errors But then again football can be used as a political prawn… collocations? even thought football is the number one sport…

  15. Reading???

  16. Language/tutorial support • Teach study skills. • Help to plan and structure written assignments, presentations, etc. • Modify assignment briefs. • Translate texts into BSL • Assist with writing assignments by using student’s writing and translating from BSL. Varies with every student Good to work closely with course tutors

  17. Layout

  18. Be active not passive Use short direct (active) sentences. Peterwatchedthe television. subject verb object The televisionwas watched by Peter. subject verb object This matter will be considered by us shortly. We will consider this matter shortly. We will discuss this subject soon.

  19. Word choice Use words that say what you mean! Being clear and direct does not mean over simplifying or patronising.

  20. Written information

  21. Title and subheadings Easy to read font (pt12 or above) Numbered lists Use of boxes and white text Retain subject specific words Specific and relevant to learner Key points highlighted Added explanation of difficult words Bullet points 1.5 or double spacing Short active/direct sentences Also consider: images/visuals and colour

  22. What can you do?

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