The Use of ASL Phonological Instruction to Develop Language (ASL) & Literacy (English) in Kindergarten

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1 The Use of ASL Phonological Instruction to Develop Language (ASL) & Literacy (English) in Kindergarten ACE-DHH Conference, Fort Worth, TX February 17, 2011 Peter Crume Doctoral Student, Educational Psychology University of Illinois at Urbana-Champaign

2 Definition of Phonological Awareness Phonological awareness (PA) is the knowledge of sublexical structures of words/signs used in language Spoken languages - knowledge of sounds used in words, such as syllables, rhymes, alliterations, and phonemes (e.g. C-AT, C- A-T) Signed languages - knowledge of basic parameters used to form signs, such as handshape, movement, place of articulation, and palm orientation PA allows children to understand how a word/sign is produced and formed separately from its meaning

3 Benefits of Instruction in PA of spoken language with hearing children Instruction primarily focuses on developing knowledge of sound structure of spoken English to help children map this knowledge onto written English (Pullen & Justice, 2003) Correlational studies have found a positive relationship between PA and reading ability (Snow, Burns, & Griffin, 1998 ) Instruction promoting PA helps certain groups of children (e.g. SLI) develop language proficiency and vocabulary knowledge (Gray, 2004; 2005; Leonard, 1998; Nash & Donaldson, 2005; Rice, Bahr, & Nemeth, 1990)

4 Deaf children & spoken English PA Many deaf children struggle to acquire spoken English and thus may be limited in their ability to apply their knowledge of spoken English to learning written English (Leybaert, 1993; Mayer, 2007; Perfetti & Sandak, 2000) Some researchers have linked poor English literacy skills among Deaf children to their limited abilities in PA of spoken English (Leybaert, 1993; Mayer, 2007; Perfetti & Sandak, 2000)

5 Research on deaf children s spoken language PA & reading abilities Some studies have indicated that some deaf children possess PA and have found a positive relationship between PA and reading proficiency (Conrad, 1979; Hanson & Fowler, 1987; Hanson, Goodell, & Perfetti, 1991; Hanson & McGarr, 1989; Leybaert & Alegria, 1993), Some studies have found less support that deaf children possess PA (McQuarrie & Parrila, 2009; Miller, 1997; 2006; Treiman & Hirsh-Pasek, 1983)

6 Suggestions of an alternative pathway Some authors have challenged the nature of PA in deaf children and have suggested that it is not auditorily based, but instead is based on Visual cues (Campbell, 1987; Dodd, 1976; Dodd & Hermelin, 1977) Tactile cues in the mouth (Marschark & Harris, 1996 ) Orthographic cues (McQuarrie & Parrila, 2009) Studies exploring spoken PA have found evidence of low PA with high proficiency in reading comprehension, suggesting a potential alternative pathway though sign language (Harris & Beech, 1998; Izzo, 2002; McQuarrie & Parrila, 2009; Treiman & Hirsh-Pasek, 1983)

7 Potential benefits of sign language to reading proficiency Signed languages are natural languages that deaf individuals can acquire easily Signed language has long been considered not to facilitate reading proficiency of English because it is a different mode of language, and does not have its own written system Correlational studies have found a positive relationship between sign language skill and reading proficiency (Hoffmeister, 2000; Padden & Ramsey, 2000; Prinz & Strong, 1998; Strong & Prinz, 2000)

8 Benefits of ASL Phonological Awareness? McQuarrie and Abbott (2008) suggested that a higher level of ASL phonological awareness is correlated to English proficiency.

9 ASL Phonology in Deaf Education? McQuarrie & Abbott (2008) study suggests the better you are at ASL PA the better you are in English Raises new questions about ASL PA in Deaf Education Is ASL PA a by-product that a few select deaf children that learned it from their parents? Did a select group of teachers promote ASL PA or was it a coordinated effort at the school? How do teachers develop ASL PA? How does an increased ASL PA contribute to the development of English?

10 Examples of ASL Phonological Structure Handshapes Place of articulation Movement Images: McQuarrie & Abbott, 2008

11 Handshapes (HS) in ASL Hand Configurations Native to ASL Signs Total of 40 HS (Klima & Bellugi, 1978) Not based on English Manual alphabet Photo: Klima & Bellugi, 1978 Manual representation of English Represents 26 letters of the alphabet Photo: wikicommons

12 Handshapes (HS) in ASL Hand Configurations Native to ASL Signs Total of 40 HS (approx) Not based on English Manual alphabet Manual representation of English Represents 26 letters of alphabet Some handshapes overlap

13 The manual alphabet in ASL Acceptance of manual alphabet in ASL Some researchers consider the manual alphabet not part of ASL phonology (Bornstein, 1978; Klima & Bellugi, 1979; Tweney, 1978) More recently, researchers consider it as a deeply embedded part of ASL (Brentari & Padden, 2001; Padden, 2006) Common in fingerspelling, lexicalized or loan signs, widely used initialized signs Wilcox (1992) refers to fingerspelling as phonetic and a tertiary or 3 rd level symbolic system (manual representation of secondary system) Padden (2006) argues that deaf children learn to fingerspell twice Children initially view fingerspelling as another form of a sign Later understand that fingerspelling is a representation of English print (a form of alphabetic principle?)

14 Rationale for the study Limited number of empirical studies suggesting a potential benefit of ASL phonological knowledge in developing reading proficiency Lack of understanding of why teachers promote ASL phonological awareness Need to develop an understanding of how ASL phonological awareness helps children better make sense of English print

15 Core Research Questions How do teachers conceptualize the role of ASL Phonological Awareness in the language development of deaf children? What strategies do teachers use to promote ASL Phonological Awareness of deaf children in early childhood education?

16 Method Setting (School): ASL/English Bilingual School for Deaf children Participants: Overall n=10 Pre-school n=4 (3 deaf, 1 hearing) Pre-Kindergarten n=2 (1 deaf, 1 hearing) Kindergarten n=3 (2 deaf, 1 hearing) ASL Specialist (n=1, deaf) Reported in this study n=4

17 Data Collection Data Collected through teacher interviews Interviews were conducted in ASL and lasted between minutes Questions were developed based on previous research related to spoken language phonological awareness, ASL phonology acquisition, and emergent literacy Questions were targeted to investigate what teachers thought about using handshapes in instruction to develop ASL and English and what their beliefs were about developing students language and literacy Who Hearing Status Interview Length K1 Hearing 70 min K2 & K3 Both Deaf 45 min ASL Specialist Deaf 55 min

18 Analysis Procedures Data were analyzed inductively using procedures based on grounded theory research (Charmaz, 2001) Action coding: Describes what is occurring in data Focus coding: Captures & categorizes large portions of data Memo writing: Develops an initial narrative that provides an means to connect categories together Theoretical sampling: Refines narrative into larger theoretical structures Integration of findings: Provides a means to connect all the components of analyses together

19 Results Teacher interview transcript were organized into several categories. 1. Philosophical Beliefs 2. ASL handshape instruction 3. Building a foundation for English 4. Bridging ASL to English

20 Results: Philosophical Beliefs 1. ASL provides an important linguistic foundation Provides a conceptual and structural means to develop a natural language Deeper knowledge of concepts and structure (e.g. handshapes) helps children become more flexible with their language 2. Repetition is vital Helps develop concepts and vocabulary Allows children to recognize patterns 3. ASL helps develop English Provides a means to make connections to English, through use of signs, fingerspelling, chaining, overlapping ASL/English handshapes

21 Results: ASL Handshape Instruction The kindergarten teachers indicated that they used these strategies to build their student s knowledge of ASL handshapes and structure. Handshape instruction reinforced what students received in pre-school Informal Conversation Handshape stories Class Vocabulary Discussion ASL Dictionary Student video Self-critique

22 Exemplars: Handshape Instruction KT#2 on the benefits of handshape instruction With signs too, like I LOVE THAT (Kissing on S-HS), I LIKE (using open 8-HS); I m CRAZY ABOUT THAT (5-HS at ears). Once you show different signs then you can really expand with children and have them explain what signs they like. KT#1 on using an ASL-English Dictionary It shows them how to use the dictionary differently. On the computer. kids can look at the part of the body where the sign is made and the screen has a listing for all the different handshapes listed. The kids can find the handshape and then click on it and then find a list of words with the X-handshape (for APPLE) in the area around the mouth. It matches the location with the handshape.

23 Results: Building a foundation for English The teachers indicated that kindergarten was a transition year from ASL to English The activities below were intended to help students understand that English was different from ASL Teachers tried to make a distinction between handshapes representing ASL & English Storybook Reading Using Fingerspelling Using lexicalized signs Letters of the week Handshape Comparison Charts Dictating children s own stories

24 Exemplars: Building a foundation for English KT #3 on helping students understand handshape differences English has a list of words that start with various letters, and ASL has its own. AUNT starts with A-HS, but the APPLE has an X-HS, even though it begins with the letter A, so there's a difference. Now they begin to know that there's a difference between the handshape in ASL and English. KT#2 on teaching letters of the week Those students are skilled in handshapes in preschool and we still expose them to handshape instruction, and then for English we teach them letters, through the letter of the week, so they can develop more vocabulary, so they can expand their knowledge of words with the first letter. Once they recognize the first letter then they can start to make connections to it

25 Exemplars: Building a foundation (con t) ASL Specialist on Fingerspelling 1. Fingerspelling itself is ASL, but it represents English print. 2. I think it s important to teach those students that there is the manual alphabet and that there are handshapes that do not have a relationship to letters. It s more abstract, you have to take a step back. 3. Suppose you re talking about the park, and you produce a sign code for Park, why would you do that? You shouldn t do that because you think they can t fingerspell. They will learn eventually they might do something like PK or PR, and eventually make it more of a lexicalized PRK.

26 Results: Bridging ASL to English Teachers indicated that some kindergarten students began to understand how the manual alphabet represented English print in the early spring These instructional strategies below targeted decoding skills and sought to help students understand the structure of words in English Chaining / Sandwiching Exposing Frequent English Words Beginning Reader Books Guided Reading

27 Exemplars: Bridging ASL to English KT01 describing when a student began to develop insight into the alphabetic principle from a lexicalized-fs sign They ll ask me how do you spell bus and I tell them that they know. They ll look at me and say, I don t know! Then, I ll tell them to sign it slow and they ll fingerspell B U S and then look at their hand again as they spell B U S and then they say, Wow! and they ve gotten it. ASL Specialist on using fingerspelling to help students decode English during reading instruction Another example could be, The boy is running. You notice in my signs I didn t use the English code system for IS or ING as in RUN ING. I tell them if you use the word IS there has to be an ING to connect them together.

28 Discussion Teachers in the Bilingual/Bicultural School seem to believe that strong ASL knowledge, including ASL phonology, enhances abilities in English Early instruction of ASL and English helps children scaffold their bilingual awareness of two languages Early exposure and development of fingerspelling and lexicalized signs that bridge ASL to English

29 Discussion: Process of ASL PA Teachers description of instructional strategies suggests that they use ASL PA in similar ways that teachers promote spoken language PA with hearing children 1. To promote a basic minimal language ability of the primary language by emphasizing the sign structure of ASL (e.g. handshape instruction) 2. To establish an emergent structure that students can use to make connections to print (handshape differentiation, fingerspelling, lexicalized signs) 3. To help children map their knowledge of signs and sign structure (e.g. handshapes) onto the structure of print (chaining, guided reading, beginning reader books)

30 Future Directions for Research Classroom based observation: Do teachers do what they say they do? Interviews and observations in higher grades (1-3): How do teachers help students decode more complicated structures? Assess ASL/English Handshape knowledge to reading relationship: Does students knowledge of handshape of signs and words in English influence their ability to read?

31 Acknowledgments Participants in study Advisor, Dr. Jenny Singleton, UIUC National Science Foundation, Visual Language Visual Learning (VL2,) Science of Learning Center, grant number SBE

32 Contact Information Peter Crume Doctoral Student, Department of Educational Psychology University of Illinois, Urbana-Champaign

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