Presentation on theme: "CDS 531 Special Topic Presentation Spring 2004 Tara Jane Schoop"— Presentation transcript:
1CDS 531 Special Topic Presentation Spring 2004 Tara Jane Schoop Deaf Minority Students: Communication Development in Trilingual/Tricultural ChildrenCDS 531Special Topic PresentationSpring 2004Tara Jane Schoop
2Research QuestionsHow 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?
3Language Acquisition For the “normal” child… Language is not taught, it is acquiredWe acquire language through…Interactions with caregiversMeaningful experiencesRepetition over time
4Second Language Learners Best way to learn a second language is the same way you learned the firstInteractions with people you care aboutMeaningful experiencesIf learned in an educational setting you probably won’t be as fluentExample: six weeks in Mexico is more valuable than six months in Spanish classEasier to learn a second language if you are fluent in the first
5D/HH Second Language Learners Make up over 40% of the D/HH school aged populationLess likely to be successful in school than a child facing either of these characteristics aloneMore likely to be labeled LD or MR
6Communication Mode Majority of programs for D/HH use sign and speech Therefore, families need to become trilingualEnglishSpanishSign Language
7Early Identification and Amplification Challenges Hispanic children are usually identified after critical language acquisition periodNot until they come to U.S.May not understand doctors, or be able to convey concernsDoctors may assume a developmental delayCan’t pay for servicesLack of hearing aid usage in native country
8Strategies for working with families: Empowering parents Provide a linguistically and culturally appropriate professionalProvide an interpreter and translate printed informationDon’t require the family to use EnglishWork with family strengths (large support system, strong religious faith)Provide support groups and/or parent education groupsProvide transportation and child care
9Strategies for the classroom Set high expectationsPromote collaboration and cooperationPromote good self esteemEncourage parent and community involvement (diverse role models)Use multicultural literature and materialsUse a variety of assessment/evaluation methodsProvide leadership opportunities
10Model Program Kathee Christensen 1985 Conceptual Sign Language as a Bridge Between English and SpanishWhy it works…IconicKinesthetic reinforcementNot syntax-boundWhy it doesn’t work…FingerspellingIdioms
11Conceptual Sign Language Acquisition (Christensen, 1986) Trilingual televised series to teach Hispanic families conceptual sign languageResults:Parents who watched the most learned the most86.7% of participants improved their conceptual sign language skillsSome improved their English through incidental learning
12So 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 childrenIf provided with a televised series, at no charge, in the home, parents will watch it and learn from itNext QuestionIf we had provided a televised series that taught them English, would the results be any different?
13ReferencesChristensen, 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:
14References ContinuedGallaudet 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),