scholarly journals The Benefits of Using Educational Videos in American Sign Language in Early Childhood Settings

2013 ◽  
Vol 6 (2) ◽  
pp. 125-147 ◽  
Author(s):  
Debbie B. Golos ◽  
Annie M. Moses
Keyword(s):  
American Sign Language ◽  
Sign Language ◽  
American Sign ◽  
Language And Literacy ◽  
Educational Media ◽  
Educational Videos ◽  
Visual Learners ◽  
Hearing Children ◽  
The Impact ◽  
Early Childhood Settings

With the growing acceptance of American Sign Language (ASL) as a true language comes increasing possibility for incorporating it into the classroom, especially for visual learners. While children in general may benefit from ASL, early exposure to ASL is particularly important for Deaf and Hard of Hearing children (D/HH). In this article, we summarize research on the impact of an educational media series in ASL on early language and literacy development, provide research-based strategies for utilizing visual language and visual strategies during literacy activities, and offer recommendations for teachers about incorporating research-tested educational media in the classroom.

Developing Sign Language Measurements for Research With Deaf Populations

2017 ◽  
Author(s):  
Jon Henner ◽  
Robert Hoffmeister ◽  
Jeanne Reis
Keyword(s):  
American Sign Language ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Assessment Instrument ◽  
Deaf Children ◽  
American Sign ◽  
Language Deprivation ◽  
Signed Language ◽  
Language Assessments ◽  
Hearing Children

Limited choices exist for assessing the signed language development of deaf and hard of hearing children. Over the past 30 years, the American Sign Language Assessment Instrument (ASLAI) has been one of the top choices for norm-referenced assessment of deaf and hard of hearing children who use American Sign Language. Signed language assessments can also be used to evaluate the effects of a phenomenon known as language deprivation, which tends to affect deaf children. They can also measure the effects of impoverished and idiosyncratic nonstandard signs and grammar used by educators of the deaf and professionals who serve the Deaf community. This chapter discusses what was learned while developing the ASLAI and provides guidelines for educators and researchers of the deaf who seek to develop their own signed language assessments.

Language and Literacy Acquisition through Parental Mediation in American Sign Language

2009 ◽  
Vol 9 (4) ◽  
pp. 417-456 ◽  
Author(s):  
Cynthia Neese Bailes ◽  
Carol J. Erting ◽  
Lynne C. Erting ◽  
Carlene Thumann-Prezioso
Keyword(s):  
American Sign Language ◽  
Sign Language ◽  
Literacy Acquisition ◽  
Parental Mediation ◽  
American Sign ◽  
Language And Literacy

The Development of Semantic Associations in Profoundly Deaf Children

1973 ◽  
Vol 16 (2) ◽  
pp. 309-318 ◽  
Author(s):  
Ryan D. Tweney ◽  
Harry W. Hoemann
Keyword(s):  
American Sign Language ◽  
Sign Language ◽  
Word List ◽  
Deaf Children ◽  
American Sign ◽  
Paradigmatic Shift ◽  
Language System ◽  
Semantic Associations ◽  
Lexical Items ◽  
Hearing Children

Studies of the development of associations in profoundly deaf children using English words and English associations have not presented clear evidence of a syntagmatic-paradigmatic shift. This study used stimulus words in and allowed responses in American Sign Language. Forty-Six profoundly deaf children (CA 9–CA 13) were tested and compared to 30 hearing children (CA 7, CA 9, CA 13) given the same word list in English. Both groups manifested a clear syntagmatic-paradigmatic shift, though the level of paradigmatic responding was lower for deaf children, suggesting quantitative but not qualitative differences. The results provide clear evidence for a syntagmatic-paradigmatic shift in deaf children’s American Sign Language lexical items, in contrast to previous reports using English lexical items. The results further suggest that evaluation of a deaf child’s psycholinguistic functioning may be more appropriate when conducted in the child’s aominant language system, whether sign language or English.

scholarly journals Translanguaging and the No Voice Policy in L2 Sign Language Contexts

2020 ◽  
Vol 10 ◽  
Author(s):  
Josée-Anna Tanner ◽  
Nina Doré
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
American Sign Language ◽  
Sign Language ◽  
Language Use ◽  
Future Research ◽  
Pedagogical Practice ◽  
American Sign ◽  
Sign Languages ◽  
The Impact

This article draws on translanguaging theory and research to consider a common pedagogical practice in American Sign Language (ASL) as a second language (L2) classroom, the No Voice policy (i.e., spoken language use is forbidden). The No Voice policy serves important cultural and practical purposes, but by nature limits learners’ access to their entire linguistic repertoire, which raises questions about the overall impact of the policy on learners’ language development. Current literature about pedagogical translanguaging has not yet addressed practices that integrate (and, by extension, limit) selective modalities; we evaluate this gap and propose several directions for future research on the topic.Moreover, previous discussions of translanguaging practices involving recognized minority (e.g., Basque, Welsh, Irish) spoken languages are not wholly comparable to sign languages, which are not yet official or fully recognized languages in most countries and are therefore additionally vulnerable.We take into account the impact of ASL L2 learners on the language community, as many learners go on to become interpreters and allies to the deaf community. Keywords: American Sign Language as a second language, hearing adult learners, selective modality, pedagogical translanguaging, minority language

The Acquisition of Question Formation in Spoken English and American Sign Language by Two Hearing Children of Deaf Parents

1979 ◽  
Vol 44 (2) ◽  
pp. 196-208 ◽  
Author(s):  
Michael L. Jones ◽  
Stephen P. Quigley
Keyword(s):  
American Sign Language ◽  
Sign Language ◽  
Dual Language ◽  
Deaf Children ◽  
American Sign ◽  
Spoken English ◽  
Deaf Parents ◽  
Question Formation ◽  
Hearing Children ◽  
Parallel Fashion

This longitudinal study investigated the acquisition of question formation in spoken English and American Sign Language (ASL) by two young hearing children of deaf parents. The linguistic environment of the children included varying amounts of exposure and interaction with normal speech and with the nonstandard speech of their deaf parents. This atypical speech environment did not impede the children’s acquisition of English question forms. The two children also acquired question forms in ASL that are similar to those produced by deaf children of deaf parents. The two languages, ASL and English, developed in parallel fashion in the two children, and the two systems did not interfere with each other. This dual language development is illustrated by utterances in which the children communicated a sentence in spoken English and ASL simultaneously, with normal English structure in the spoken version and sign language structure in the ASL version.

Spatial and temporal dynamics of lexico-semantic processing in American Sign Language

2011 ◽  
Author(s):  
M. Leonard ◽  
N. Ferjan Ramirez ◽  
C. Torres ◽  
M. Hatrak ◽  
R. Mayberry ◽  
...  
Keyword(s):  
American Sign Language ◽  
Sign Language ◽  
Semantic Processing ◽  
Temporal Dynamics ◽  
American Sign ◽  
Spatial And Temporal Dynamics

Patient Health Questionnaire-9--American Sign Language Version

2018 ◽  
Author(s):  
Leslie Pertz ◽  
Missy Plegue ◽  
Kathleen Diehl ◽  
Philip Zazove ◽  
Michael McKee
Keyword(s):  
American Sign Language ◽  
Sign Language ◽  
Patient Health Questionnaire ◽  
American Sign ◽  
Health Questionnaire ◽  
Language Version ◽  
Patient Health
Sign in / Sign up

Export Citation Format

Share Document