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Language and the Deaf DE 576: Session 1

Language and the Deaf DE 576: Session 1. Jessica Scott Boston University January 18, 2012. Food for thought. “What matters of deafness of the ears when the mind hears?” Victor Hugo. Agenda. Who are we? Course content overview Assignments overview Break The big picture Group activity.

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Language and the Deaf DE 576: Session 1

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  1. Language and the DeafDE 576: Session 1 Jessica Scott Boston University January 18, 2012

  2. Food for thought • “What matters of deafness of the ears when the mind hears?” • Victor Hugo

  3. Agenda • Who are we? • Course content overview • Assignments overview • Break • The big picture • Group activity

  4. Agenda • Who are we? • Course content overview • Assignments overview • Break • The big picture • Group activity

  5. Getting to know each other • We will share: • Name • Where you are from • What brought you to this program • Something interesting/unique about yourself that you would like to share

  6. Agenda • Who are we? • Course content overview • Assignments overview • Break • The big picture • Group activity

  7. Major topics to be covered • Educational settings, placement, and language use • Weeks 2-4 • Importance of an L1 foundation • Weeks 5-6 • Applying L2 to reading and writing • Week 7 • Vygotskyan theories of literacy • Weeks 8-12 • Developing English literacy through ASL • Week 9

  8. Major topics to be covered • Developing literacy (both in reading instruction and in the content areas) through interactions • Weeks 10-11 • Dynamic assessment of language and literacy • Weeks 12-13 • Understanding Deaf students’ development of reading and writing • Weeks 14-15

  9. Agenda • Who are we? • Course content overview • Assignments overview • Break • The big picture • Group activity

  10. Leading Discussions • You choose the week (next week) • Only one person per week • Come up with interesting questions to ask your peers related to the article in the syllabus • Lead class discussion for 20-30 minutes

  11. Blackboard • Must 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 you’d like to know more about • Postings due by Monday night before class • Note: If I don’t 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)

  12. Three essays • Due February 1, 2012, March 7, 2012, and May 2, 2012. • Question will be posted one week before due date • 1-2 pages double spaced

  13. Annotated bibliography • Choose a topic you want to explore for your final paper • Find 5 articles related to that topic • Write a 300 word summary of each article • Particularly focused on how this article is useful for your final paper • APA format! • APA exposed is a helpful tool for this: • isites.harvard.edu/apa_exposed

  14. Final paper • To be written on any topic related to language, literacy, and Deaf students • In addition to the bibliography, an ungraded paper proposal is due between March 21 and April 11 to ensure that you are on the right track • 15 pages maximum • APA formatted • Due May 7

  15. Any questions about assignments?

  16. Break!

  17. Agenda • Who are we? • Course content overview • Assignments overview • Break • The big picture • Group activity

  18. Language 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 institutions • Language-as-a-resource orientation values linguistic skills as cultural capital, recognizing the social benefits of conserving & developing these assets

  19. Think-Pair-Share • Think 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 interpreters • Doctors? • ASL poets? • Share your thoughts with a partner

  20. Relationship between language and literacy • Cummins’ interdependence hypothesis: • Proficiency in one language will transfer to another language with instruction/exposure • For 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 English

  21. An example of the difference language makes • A program I work with • Up until 1980s: Oral education • 1980s-2004: Total communication: “ASL concepts in English word order” • 2004: ASL

  22. An example of the difference language makes • Standardized testing scores: • 2004 (using SEE) • Average score: 260.89 • 2007 (ASL for 3 years) • Average score: 1116.3 • 2008 (ASL for 4 years) • Average score: 953.67 • 2009 (ASL for 5 years) • Average score: 1007.82 • 2010 (ASL for 6 years) • Average score: 1021.39 • What does this mean?

  23. An example of the difference language makes • Writing samples were taken before the switch to ASL and after • Children 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

  24. A writing sample Before 9 months later… • The 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. • Liosoo gloomy. • Than want more balloon Bad man get Lio and pop balloon. • Lio want more balloon But can’t 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 Liosoo cry want more balloon but can’t get.

  25. Agenda • Who are we? • Course content overview • Assignments overview • Break • The big picture • Group activity

  26. Time to get to work • Annabelle* • High school junior • Profoundly deaf • Attended school for the deaf from kindergarten • Has two deaf parents and deaf siblings • Entire family signs fluently • Becca* • High school sophomore • Profoundly deaf • Attended school for the deaf from kindergarten • Has two hearing parents and no deaf family members • Family unable to sign fluently *Names are pseudonyms

  27. What are the strengths and needs of these students? • In groups of 3… • Review the writing samples of both students • Discuss areas of strength and weakness • What 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?

  28. Preview of next week • We will explore educational options and settings for Deaf students • The first essay question will be posted on blackboard

  29. Exit ticket • On 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)?

  30. See you next week!

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