Codeswitching Techniques: Evidence-Based Instructional Practices for the ASL/English Bilingual Classroom

Andrews, Jean; Rusher, Melissa

doi:10.1353/aad.2010.0036

Cited by 30 publications

(20 citation statements)

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“…The Andrews & Rusher (2010) study is informative in terms of teacher practices, but, from the data provided, we cannot conclude that it is code switching specifically that makes a difference to children's learning. The Delana et al study (2007) shows a relationship between number of years of ASL use and reading comprehension and raises interesting points about early language use and parental involvement, but there is no clear link between the instructional practices and the learning outcomes.…”

Section: Language Use In the Classroommentioning

confidence: 87%

“…Andrews & Rusher's (2010) study, for example, presents a very 'monolingual' view of deaf children's language potential with an emphasis on switching between the two languages to give learners the language that they need to 'survive' (p.420). The Delana et al study (2007) also emphasises a 'dual language methodology ' (p.74), where the use of SimCom is avoided.…”

Section: Language Use In the Classroommentioning

confidence: 99%

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Deaf children's bimodal bilingualism and education

Swanwick

2015

Lang. Teach.

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This paper provides an overview of the research into deaf children's bilingualism and bilingual education through a synthesis of published studies over the last 15 years. This review brings together the linguistic and pedagogical work on bimodal bilingualism to inform educational practice. The first section of the review provides a synthesis of the research, addressing linguistic, cognitive and social aspects of bimodal bilingualism. This is followed by a focus on bimodal bilingual language experience and use in different learning contexts. These first two sections provide the context for the main focus of the review: education and learning. The third section reports on links made between bimodal bilingualism and learning with regard to deaf children's literacy development. The fourth section examines further research into bimodal bilingual pedagogies. The final section considers the theoretical and practical implications of the field to date in developing a contemporary model of bimodal bilingual education for deaf children. It also charts future research priorities. BiographyDr Swanwick is an Associate Professor in Deaf Education at Leeds University in the School of Education. Her research and publications centre on deafness, language and learning and the development of pedagogies and practitioner understanding. Her funded research includes a 2 collaborative ESRC funded project looking at deaf children's early literacy experiences in the home; a Nuffield funded project on the role of sign language for deaf children with cochlear implants and a British Academy project on approaches to critical thinking and reflective practice across the national training provision for teachers of the deaf. Her current work, funded through a British Academy Mid-Career Fellowship, centres on the development of a model of bimodal bilingualism and learning which situates deafness and language learning within a plural view of language and culture in society. Dr Ruth Swanwick Associate Professor in Deaf EducationThe School of Education, Hillary PlaceThe University of Leeds Leeds, LS18 5LU IntroductionThe practice of educating deaf children bilingually through the use of sign language alongside written and spoken language initially developed during the 1980s in Scandanavia, the USA and the UK. This approach developed as a response to concerns about deaf children's attainments within traditional spoken language approaches (see, for example, Conrad 1979) and research demonstrating sign languages to be naturally evolving rule-governed languages (Stokoe 1960;Klima & Bellugi 1979;Kyle & Woll 1985). As the linguistic study of sign languages burgeoned, the increasing role of sign languages in education fostered the development of new teaching approaches (Mahshie 1995;Knight & Swanwick 2002). The articulation of a socio-cultural understanding of deafness provoked new research into deaf children's language development, culture and identity. Developments in practice and research, and the increasing activity of interest 3 groups in the d...

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Section: Language Use In the Classroommentioning

confidence: 87%

Section: Language Use In the Classroommentioning

confidence: 99%

Deaf children's bimodal bilingualism and education

Swanwick

2015

Lang. Teach.

View full text Add to dashboard Cite

show abstract

“…The correct answer was a) egg. The signs NAME 3 and EGG share the same handshape. Two different items tested for decomposition or identification of a similar handshape.…”

Section: Content Validitymentioning

confidence: 96%

“…(Efforts to computerize the whole test were not accomplished during this administration of the test due to technical difficulties.) 3 We use the convention of capital letters to designate a manual sign.…”

Section: Tasla-r Instructionsmentioning

confidence: 99%

“…Evidence from studies of deaf adults show that ASL proficiency assists them in reading English (Freel, Clark, Anderson, Gilbert, Musyoka & Hauser, 2011; Ausbrooks, 2007). For young deaf children, some argue that ASL can be directly bridged or mapped onto the learning of English print using codeswitching (Andrews & Rusher, 2010), fingerspelling (Baker, 2010;Haptonstall-Nykaza & Schick, 2007) and bridging strategies (Ausbrooks-Rusher, Schimmel & Edwards, 2012). Others counterclaim that an English-based mediating system such as Cued Speech, manual codes of English or Visual Phonics must be used to link meaning with print (Mayer & Wells, 1996; see reviews in Trezek, Wang & Paul, 2010).…”

Section: Introductionmentioning

confidence: 99%

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A Metalinguistic Awareness Test for ASL/English Bilingual Deaf Children: The TASLA-R

Smith¹,

Andrews²,

Ausbrooks³

et al. 2013

JLTR

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Abstract-In this study, the researchers examined how deaf children could demonstrate their awareness of ASL by evaluating the correctness of ASL signs, sentences and discourse presented in stories in American Sign Language (ASL) signed by deaf native signers. To this end, a metalinguistic awareness test--the Test of American Sign Language-Receptive (TASLA-R), was created with eight short stories. The test consisted of 40 items presented in a multiple choice format test. Each of the 40 test items presented correct and incorrect statements about ASL formation using phonology, semantics, morphology, syntax and pragmatic aspects. One hundred and forty deaf children between the ages of 5 and 21 from four state schools for the deaf were administered the TASLA-R. Significant findings were as follows: 1) As the children got older, there was an increase in their ASL metalinguistic awareness and ability to identify incorrect ASL structures; 2) the deaf children of deaf parents group outperformed the deaf children of hearing group on the TASLA-R; 3) comparisons of TASLA-R scores between the junior high group and the high school were not significant; 4) scores on the TASLA-R showed moderate correlation to the English language, vocabulary and reading comprehension subtests on the Stanford Achievement test, 9 th Hearing Impaired edition. These findings were discussed in relation to Ellen Bialystok's (2001) theories of metalinguistic uses of language in cognition and language development and in relation to the learning of ASL of bilingual deaf children.

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The Science Writing of Deaf Developing Bilinguals

Scott¹,

Dostal²,

Gabriel³

et al. 2021

J Adolescent & Adult Lit

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Disciplinary literacy (DL) is an important facet of adolescent literacy development. However, for adolescents who struggle with literacy, opportunities to engage with DL and advanced concepts are often withheld in favor of focus on basic skills. Deaf or hard‐of‐hearing (dhh) children, for example, are at a higher risk for experiencing language deprivation due to limited access to language. Rather than waiting to introduce DL skills and advanced content, literacy skills can be taught within disciplinary contexts using tools that draw attention to students’ language and literacy needs. As an illustration, science writing of dhh adolescents was evaluated by individuals in deaf‐related fields and science‐related fields. This has implications for teachers of language learners, especially those who are dhh. For example, the students’ writing demonstrated that though these students are still developing their knowledge of English, they are using a number of features of DL to demonstrate their content knowledge.

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Codeswitching Techniques: Evidence-Based Instructional Practices for the ASL/English Bilingual Classroom

Cited by 30 publications

References 21 publications

Deaf children's bimodal bilingualism and education

Deaf children's bimodal bilingualism and education

A Metalinguistic Awareness Test for ASL/English Bilingual Deaf Children: The TASLA-R

The Science Writing of Deaf Developing Bilinguals

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