Socilaization through Sign Language for Deaf Children in Early School Years in Light of Communication Theory

2020 ◽  
Author(s):  
Hien Do Thi ◽  
◽  
Thuy Nguyen Thi Thanh ◽  
Keyword(s):  
Sign Language ◽  
Communication Theory ◽  
Language Skills ◽  
First Grade ◽  
Deaf Children ◽  
Normal Children ◽  
Factors Affecting ◽  
Early School ◽  
Comprehensive Development ◽  
The Impact

Like the impact of natural language on normal children, sign language plays an important role in the comprehensive development of deaf children. Deaf children also use sign language to think, communicate and socialize. So how do we teach deaf children sign language? Is teaching sign language to deaf children the same as teaching language for normal children? In this article, considering the situation of many deaf children in the first grade who have few language skills and limited communicative competence, we discuss the factors affecting language teaching in these environments. Furthermore, we propose games which may enhance their language skills, and to assist them to develop and improve the quality of life, and thus to integrate into larger society.

Teaching Vietnamese to Deaf Children Using Sign Languages: Situations and Solutions

2019 ◽  
Author(s):  
Hien Do Thi ◽  
Keyword(s):  
Sign Language ◽  
Language Proficiency ◽  
First Grade ◽  
Deaf Children ◽  
Normal Children ◽  
Sign Languages ◽  
Tremendous Progress ◽  
Teachers And Students ◽  
The Disabled ◽  
The Impact

Human civilization has made tremendous progress, to improve its quality of life. However, there are still a number of people in society who suffer from grave disadvantages due to their disabilities. There are many reasons for this phenomenon, and even though science is rapidly developing, it is impossible to completely erase those causes. Ameliorating education and offering vocational training for the disabled are considered as effective solutions to provide these people with a satisfying life, especially children. For deaf children, the dream of normal schooling becomes great. Limited language proficiency leads to limited communication skills and reduces confidence when entering the first grade, adversely affecting their academic performance and later development. Therefore, in this article, we focus on first grade deaf children. Like the impact of normal language on normal children, sign language plays an important role in language development of deaf children. They use sign language to think and communicate. However, to study in textbook programs as does a normal child, in the classroom of deaf children, both the teachers and students must use finger alphabets to teach and learn Vietnamese. We thus study teaching Vietnamese to deaf children and suggest games to draw their attention to the lessons.

Language and Children's Understanding of Mental States

2005 ◽  
Vol 14 (2) ◽  
pp. 69-73 ◽  
Author(s):  
Paul L. Harris ◽  
Marc de Rosnay ◽  
Francisco Pons
Keyword(s):  
Mental State ◽  
Language Skills ◽  
Mental States ◽  
Individual Development ◽  
Deaf Children ◽  
Promising Candidate ◽  
Normal Children ◽  
Pragmatic Enrichment

Children progress through various landmarks in their understanding of mind and emotion. They eventually understand that people's actions, utterances, and emotions are determined by their beliefs. Although these insights emerge in all normal children, individual children vary in their rates of progress. Four lines of research indicate that language and conversation play a role in individual development: (a) Children with advanced language skills are better at mental-state understanding than those without advanced language skills, (b) deaf children born into nonsigning families lag in mental-state understanding, and (c) exposure to maternal conversation rich in references to mental states promotes mental-state understanding, as do (d) experimental language-based interventions. Debate centers on the mechanism by which language and conversation help children's understanding of mental states. Three competing interpretations are evaluated here: lexical enrichment (the child gains from acquiring a rich mental-state vocabulary), syntactic enrichment (the child gains from acquiring syntactic tools for embedding one thought in another), and pragmatic enrichment (the child gains from conversations in which varying perspectives on a given topic are articulated). Pragmatic enrichment emerges as the most promising candidate.

scholarly journals The impact of input quality on early sign development in native and non-native language learners

2016 ◽  
Vol 43 (3) ◽  
pp. 537-552 ◽  
Author(s):  
JENNY LU ◽  
ANNA JONES ◽  
GARY MORGAN
Keyword(s):  
Sign Language ◽  
Language Learners ◽  
Early Sign ◽  
Deaf Children ◽  
Language Abilities ◽  
Number Of Children ◽  
Hearing Parents ◽  
Deaf Parents ◽  
The Impact

AbstractThere is debate about how input variation influences child language. Most deaf children are exposed to a sign language from their non-fluent hearing parents and experience a delay in exposure to accessible language. A small number of children receive language input from their deaf parents who are fluent signers. Thus it is possible to document the impact of quality of input on early sign acquisition. The current study explores the outcomes of differential input in two groups of children aged two to five years: deaf children of hearing parents (DCHP) and deaf children of deaf parents (DCDP). Analysis of child sign language revealed DCDP had a more developed vocabulary and more phonological handshape types compared with DCHP. In naturalistic conversations deaf parents used more sign tokens and more phonological types than hearing parents. Results are discussed in terms of the effects of early input on subsequent language abilities.

scholarly journals Why we need signed poetry in bilingual education

2014 ◽  
pp. 111-127
Author(s):  
Rachel Sutton-Spence
Keyword(s):  
Bilingual Education ◽  
Sign Language ◽  
Language Skills ◽  
Deaf Children ◽  
Language Poetry ◽  
Art Form ◽  
L2 Learning ◽  
The Uk

A truly bilingual and bicultural education for deaf children requires them to learn about the deaf art-form of sign language poetry. In this article I outline the advantages and challenges of doing this. Reviewing the scarce literature on teaching deaf children signed poetry, whether translated or original, I relate it to the use of literature in L2-learning settings. Reflections of deaf teacher-poets from the UK show that deaf children readily relate to signed poetry, and with informed language focus from teachers it helps them to develop a range of language skills, and express their emotions. Barriers to this, however, include lack of training and awareness for both deaf and hearing teachers - even when the teachers are poets.

scholarly journals Bilingualism of Colombian Deaf Children in the Teaching-Learning of Mathematics in the First Year of Elementary School

2011 ◽  
Vol 12 (2) ◽  
pp. 9 ◽  
Author(s):  
Olga Lucía León Corredor ◽  
Dora Inés Calderón
Keyword(s):  
Sign Language ◽  
First Grade ◽  
Written Language ◽  
Deaf Children ◽  
First Year ◽  
Experience Teaching ◽  
Language And Mathematics ◽  
And Mathematics ◽  
Teaching Learning ◽  
Learning Issues

This paper summarizes some results of the first ethnographic research study conducted in Colombia in three different elementary schools for deaf children in which bilingualism (sign-language and written-language) is starting to be emphasized. This study focuses on the teaching of mathematics in classrooms for deaf children using contexts proclaimed as bilingual. The participants in the study were first grade teachers. The analysis presented in this paper illustrates the struggles that teachers experience teaching arithmetic in such a context. The teaching of arithmetic using bilingualism requires three types of semiotic registers: sign-language and written-Spanish, and the Hindu-Arabic numeration system. The analysis indicates some puzzling teaching learning issues interweaving language and mathematics. These issues are of linguistic and communicative, social and cultural, and cognitive and pedagogical nature.

scholarly journals An Empirical Study for European Countries: Factors Affecting Economic Growth and Self-Employment by Gender

2020 ◽  
Vol 12 (22) ◽  
pp. 9450
Author(s):  
Víctor M. González-Sánchez ◽  
Antonio Martínez Raya ◽  
Susana de los Ríos-Sastre
Keyword(s):  
Economic Growth ◽  
Human Capital ◽  
Public Expenditure ◽  
European Countries ◽  
Early School Leaving ◽  
Factors Affecting ◽  
Self Employment ◽  
Early School ◽  
The Impact ◽  
Positive Effect

In economic literature, the relationship between entrepreneurship and economic growth has been widely discussed for some time now. In addition to the different theoretical approaches, a considerable amount of empirical works in recent decades have sought to verify the direct link between both variables by analyzing datasets from several distinct geographic areas. On one hand, it highlights the absence of a common indicator to measure entrepreneurship in practice relating to a country’s economic growth; on the other hand, it shows a great diversity of factors determining them. With the aim of providing new empirical evidence in the field of European entrepreneurship, this paper has analyzed data relating to 31 European countries over the last decade by introducing self-employment as an empirical proxy of entrepreneurship. In particular, this study contrasts the positive effect of public expenditure, investment, human capital, and entrepreneurship on economic growth for a wide range of countries and examines the impact of some economic and educational variables on self-employment, such as unemployment, taxes, education, and early school leaving. The estimation method used in this research had to consider the Ordinary Least Squares through a multiple regression model of constant coefficients based on annual Eurostat statistics for the period of 2010 to 2019. The results obtained verify the positive effect of public expenditure, investment, human capital, and entrepreneurship on economic growth. Moreover, the analysis of other factors affecting entrepreneurship, segregated by gender, shows how unemployment and the level of education have a positive impact on self-employment, while significant increases in the tax rate on capital and early school leaving harmed such variable. No significant differences were found between males and females.

The Impact of Age, Sex, and Ethnicity on Kindergarten Entry and Retention Decisions

1993 ◽  
Vol 15 (2) ◽  
pp. 209-222 ◽  
Author(s):  
Merith Cosden ◽  
Jules Zimmer ◽  
Paul Tuss
Keyword(s):  
School Districts ◽  
First Grade ◽  
Alternative Methods ◽  
Student Needs ◽  
Early School ◽  
Diverse Student ◽  
Kindergarten Retention ◽  
Academic Accountability ◽  
The Impact ◽  
Age Of Entry

Kindergarten plays an important role in a child’s socialization to the school system. Increased academic accountability at upper grades has resulted in an “escalation” of the curriculum in many kindergarten programs. As a result of this policy, many parents are holding children out of school until they are more academically “ready.” Kindergarten retention for children who are not ready for first grade has also become a common practice, despite evidence that many children do not benefit from this intervention. The impact of these policies and practices on Anglo and Latino children was the focus of this study. Differences in the age of entry to kindergarten and the use of kindergarten retention as functions of a child’s sex and ethnicity were assessed in three school districts. The impact of these policies on early school failure and alternative methods for addressing diverse student needs are discussed.

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