Bilingualism: Part II. ASL/English Bilingual Education. ASHA Convention 2006 Susanne Scott

Transcription

1 Bilingualism: Part II ASL/English Bilingual Education ASHA Convention 2006 Susanne Scott Laurent Clerc National Deaf Education Center Gallaudet University

2 Agenda Who We Are Language Planning at the Laurent Clerc National Deaf Education Center ASL/English Bilingual Model Individual Language Planning for Diverse Students Facilitating ASL and Spoken English in a Bilingual Environment Early Childhood Program Team 1,2,3

3 Laurent Clerc National Deaf Education Center Gallaudet University Demonstration Schools Kendall Demonstration Elementary School Birth through Grade 8 Model Secondary School for the Deaf 15yrs.-21 yrs. High School National Mission Literacy Family Involvement Transition

4 Kendall Demonstration Elementary School Tuition Free Day Program No hearing level admission requirement Four Academic Teams Early Childhood Education Parent-Infant Program Nursery Pre-Kindergarten Kindergarten Team 1/2/3 Team 4/5 Team 6/7/8 Student Support Services

5 Language Planning at the Clerc Center Language Planning Committee ASL/English Bilingual Professional Development Bilingual Classroom Models and Strategies ECE ASL

6 Goal of an ASL/English Bilingual Program To develop social and academic proficiency in both ASL and English

7 Social vs. Academic Language Social Language Academic Language natural face-to face interaction letters or storytelling writing or telling about what you know solving math story problems formal report about invertebrates

8 BILINGUAL ABILITY: The Language Abilities for Deaf Children Language ASL English English Mode Signacy Literacy Oracy Receptive Skills Attending Viewing Reading Listening (when appropriate) Lipreading Productive Skills Signing Writing (including typing Speaking Source: Adapted by Nover (Feb 23,2006) from Nover, Christensen, & Cheng (1998)

9 Signacy in context Oracy refers to fluency in a spoken language (i.e., the ability to speak and listen) and literacy refers to fluency in a written language (the ability to read and write). The term signacy is derived from the concepts of oracy and literacy (Baker, 2001; Bench 1992) but is used to specifically indicate fluency in a signed language.

10 Transitional Bilingual Education The goal of a transitional bilingual program is subtractive Hakuta, K., & Mostafapour, E. (1998).

11 Maintenance Bilingual Education The goal of a maintenance bilingual program is additive. Hakuta, K., & Mostafapour, E. (1998).

12 Components of a Maintenance Bilingual Program School-wide Language Plan: To develop proficiency in social and academic ASL and English Development of Individual Language Plans Implementing bilingual educational strategies

13 Components of a Comprehensive Program Fluent Language Models Deaf/Hearing Teaching Teams Communication Guidelines Collaboration Support Specialists ASL Specialist Speech-Language Therapist Audiologist Literacy Specialist Technology Support Family Supports Family ASL Shared Reading Program

14 Developing an Individualized Language Plan

15 What is a Individual Language Plan Description of a student s use of language (ASL and spoken English) for communication and learning in various contexts A guide for goal development Establishment of guidelines for language allocation Description of recommended student services

16 Facilitating ASL and Spoken English in a Bilingual Environment

17 Clerc Center Nursery Program Bilingual Model Objective To facilitate language development and effective communication with a range of students in an environment that is aware of and responsive to the individual communication/language needs of each student and effective practices in the education of young deaf children.

18 Clerc Center Nursery Program Bilingual Model Classroom composition and staffing The Nursery program is divided into two classes. In each classroom there are deaf students without cochlear implants, deaf students with cochlear implants, and hard of hearing students. Each class has two teachers; one deaf teacher and one hearing teacher as well as a third adult.

19 Clerc Center Nursery Program Bilingual Model Both teachers are responsible for the overall planning and implementation of each student s Individualized Family Service Plan (IFSP) or Individualized Education Plan (IEP) Support staff are integrated into these classrooms as well. Communication access: All teachers and staff are responsible for ensuring communication access for students/adults in the communication setting.

20 Clerc Center Nursery Program Bilingual Model Group activities inclusive of all students: ASL is the language of instruction One- to-one activities: Teachers and staff to adjust communication use based on individual student functioning levels and goals, as well as the context and goal of the activity. Small group time: Students grouped based on auditory access (Language Plan and IFSP/IEP goals to be utilized to determine group placement) Range of English development activities integrated into all groups (based on the characteristics of the children )

21 Clerc Center Nursery Program Bilingual Model Program Components to address spoken language use: Daily hearing aid check/ci check for all students who use amplification Listening area (computer, language master, video, and tape recorded activities) to be available during free choice activities Music/finger-play/nursery rhymes integrated into the day (videos, sign supported) Individual/small group auditory and speech training based on each child s IFSP

22 All Children Together - Circle Time and Activity ASL

23 Teachers work one-on-one with small groups of children (art projects, free play, etc.) Flex Time Teachers target individual children based on their IEP goals

24 Language Groups Daily regrouping of students based on language access Auditory Access Group Visual Access Group

25 Auditory Access Group Phonemic Awareness

26 Pre-K Bilingual Classroom Self-contained classroom Hearing Teacher and Deaf Teaching Assistant (Both fluent in ASL) 5 students (varied profiles but all have auditory access through a hearing aid or cochlear implant)

27 Student Profiles TE: HOH/Binaural aids; Deaf parents (Swedish, English, ASL spoken in the home)..l1 ASL AG: Deaf/CI/HA; Hearing parents (English and ASL spoken in the home).l1 ASL AC: HOH/HA; Deaf parents (ASL in the home); L1 English LW: Deaf/CI/HA; Hearing parents (ASL and English in the home) L1 English TO: HOH/BC aid (Unilateral loss; apraxia); English in the home; L1 English

28 Classroom characteristics Identified adults in the environment to facilitate in both ASL and Spoken English (specialists, teachers, other professionals) Identified daily/weekly activities to facilitate both Spoken English and ASL (social and academic) Read aloud strategies in both ASL and Spoken English Incorporation of media facilitated activities in both ASL and Spoken English (DVDs, Smart Board, computer games, card reader for listening, etc )

29 Strategies linking ASL and English

30 Facilitating ASL and Spoken English Team 1,2,3 WCN18 Listening & Literacy Centers Teaching ASL

31 Listening and Literacy Centers Books on Tape Computer Software Programs Card Reader

32 In closing Importance of Valuing Bilingualism Providing opportunities for individual student development in ASL and English Assessment and Documentation of student performance in ASL and English

33 Susanne Scott