Literacy Development in Deaf Students: Case Studies in Bilingual Teaching and Learning

Autor/in	Evans, C. J.
Titel	Literacy Development in Deaf Students: Case Studies in Bilingual Teaching and Learning
Quelle	In: American Annals of the Deaf, 149 (2004) 1, S.17-27 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Literacy; Deafness; Case Studies; Bilingualism; Second Language Learning; English (Second Language); Teaching Methods; Theory Practice Relationship; Learning Strategies; Elementary School Students; American Sign Language; Bilingual Education; Written Language; French; Linguistic Theory + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Gehörlosigkeit; Taubstummheit; Case study; Fallstudie; Case Study; Bilingualismus; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Theorie-Praxis-Beziehung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Bilingual teaching; Bilingualer Unterricht; Geschriebene Sprache; Französisch; Linguistische Theorie
Abstract	A bilingual model has been applied to educating deaf students who are learning American Sign Language (ASL) as their first language and written English as a second. Although Cummins's (1984) theory of second language learning articulates how learners draw on one language to acquire another, implementing teaching practices based on this theory, particularly with deaf students, is a complex, confusing process. The purposes of the present study were to narrow the gap between theory and practice and to describe the teaching and learning strategies used by the teachers and parents of three elementary school children within a bilingual/bicultural learning environment for deaf students. The findings suggest that strategies such as using ASL as the language of instruction and making translation conceptual rather than literal contribute to literacy learning. Findings further indicate that some inconsistencies persist in applying a bilingual approach with deaf students. (Author).
Anmerkungen	Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site: http://gupress.gallaudet.edu/annals/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10