1. CDS 531 Special Topic Presentation Spring 2004 Tara Jane Schoop
Deaf Minority Students: Communication Development in Trilingual/Tricultural Children
CDS 531
Special Topic Presentation
Spring 2004
Tara Jane Schoop

2. Research Questions
How do deaf minority children acquire language and develop communication skills?
What can we do as educators to help children and families face language barriers and cultural barriers?

3. Language Acquisition For the “normal” child…
Language is not taught, it is acquired
We acquire language through…
Interactions with caregivers
Meaningful experiences
Repetition over time

4. Second Language Learners
Best way to learn a second language is the same way you learned the first
Interactions with people you care about
Meaningful experiences
If learned in an educational setting you probably won’t be as fluent
Example: six weeks in Mexico is more valuable than six months in Spanish class
Easier to learn a second language if you are fluent in the first

5. D/HH Second Language Learners
Make up over 40% of the D/HH school aged population
Less likely to be successful in school than a child facing either of these characteristics alone
More likely to be labeled LD or MR

6. Communication Mode Majority of programs for D/HH use sign and speech
Therefore, families need to become trilingual
English
Spanish
Sign Language

7. Early Identification and Amplification Challenges
Hispanic children are usually identified after critical language acquisition period
Not until they come to U.S.
May not understand doctors, or be able to convey concerns
Doctors may assume a developmental delay
Can’t pay for services
Lack of hearing aid usage in native country

8. Strategies for working with families: Empowering parents
Provide a linguistically and culturally appropriate professional
Provide an interpreter and translate printed information
Don’t require the family to use English
Work with family strengths (large support system, strong religious faith)
Provide support groups and/or parent education groups
Provide transportation and child care

9. Strategies for the classroom
Set high expectations
Promote collaboration and cooperation
Promote good self esteem
Encourage parent and community involvement (diverse role models)
Use multicultural literature and materials
Use a variety of assessment/evaluation methods
Provide leadership opportunities

10. Model Program Kathee Christensen 1985
Conceptual Sign Language as a Bridge Between English and Spanish
Why it works…
Iconic
Kinesthetic reinforcement
Not syntax-bound
Why it doesn’t work…
Fingerspelling
Idioms

11. Conceptual Sign Language Acquisition (Christensen, 1986)
Trilingual televised series to teach Hispanic families conceptual sign language
Results:
Parents who watched the most learned the most
86.7% of participants improved their conceptual sign language skills
Some improved their English through incidental learning

12. So What? What we can learn from the study Next Question
Parents are motivated to help their children and will do what they feel is best for their children
If provided with a televised series, at no charge, in the home, parents will watch it and learn from it
Next Question
If we had provided a televised series that taught them English, would the results be any different?

13. References
Christensen, K. M. (2000). Emerging literacy in bilingual/multicultural education of children who are deaf: A communication-based perspective. In K. M. Christensen (Eds.), Deaf plus: A multicultural perspective (pp ). San Diego: Dawn Sign Press.
Christensen, K. M. (1990). Thinking about thinking: A discussion of the development and language in deaf children. American Annals of the Deaf, 135(3),
Christensen, K. M. (1986). Conceptual sign language acquisition by Spanish-speaking parents of hearing impaired children. American Annals of the Deaf, 131(4),
Christensen, K. M. (1985). Conceptual sign language as a bridge between English and Spanish. American Annals of the Deaf, 130(3),
Deaf Education Website and Resource. (n.d.). Retrieved February 23, 2004, from:

14. References Continued
Gallaudet University. (n.d.). Preparing teachers for deaf students from linguistically diverse families. Retrieved February 23, 2004, from the Deaf Education Web site:
Gerner de Garcia, B. (2000). Meeting the needs of Hispanic/Latino deaf students. In K. M. Christensen (Eds.), Deaf plus: A multicultural perspective (pp ). San Diego: Dawn Sign Press.
MacNeil, B. (1990). Educational needs for multicultural hearing-impaired students in the public school system. American Annals of the Deaf, 135(2),
University of Illinois, Champaign, Early Childhood Research Institute. (1997). Creating a multicultural school climate for deaf children and their families. Retrieved February 23, 2004, from the Culturally and Linguistically Appropriate Services Web site:
Walker-Vann, C. (1998). Profiling Hispanic deaf students: A first step toward solving the greater problems. American Annals of the Deaf, 143(1),