Deaf Children Creating Written Texts: Contributions of American Sign Language and Signed Forms of English

Mayer, Connie; Akamatsu, C. Tane

doi:10.1353/aad.2012.0135

Cited by 30 publications

(11 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In the UK this type of language blending is called Sign Supported English (SSE) and is recognised as a natural and spontaneous feature of contact among deaf and hearing children and adults (Pfau et al 2012;Sutton-Spence and Woll 1999). SSE is also a form of visual language used in the educational context to provide a through the air experience of spoken English (Knoors and Marschark 2012;Mayer and Akamatsu 2000).…”

Section: Repertoirementioning

confidence: 99%

Investigating deaf children’s plural and diverse use of sign and spoken languages in a super diverse context

Swanwick

Wright

Salter

2016

Applied Linguistics Review

View full text Add to dashboard Cite

This paper examines the meaning of plurality and diversity with respect to deaf children’s sign and spoken language exposure and repertoire within a super diverse context. Data is drawn from a small-scale project that took place in the North of England in a Local Authority (LA) site for deaf education. The project documented the language landscape of this site and gathered five individual case studies of deaf children to examine their plural and diverse language practices at home and at school. Analysis of the language landscape and case studies from this context is undertaken in order to define and exemplify deaf children’s language plurality and diversity in terms of context and individual experience. Concepts of repertoire are explored with particular reference to the unique type of translanguaging that the plural use of sign and spoken languages affords. Implications of these preliminary insights are discussed in terms of the development of methodologies that are sensitive to the particular translanguaging practices of deaf children, and approaches to pedagogy that are appropriately nuanced and responsive to deaf children’s language plurality and diversity.

show abstract

Section: Repertoirementioning

confidence: 99%

Investigating deaf children’s plural and diverse use of sign and spoken languages in a super diverse context

Swanwick

Wright

Salter

2016

Applied Linguistics Review

View full text Add to dashboard Cite

show abstract

“…Setting differences between sign languages aside, there is support for the possibility that sign languages share enough similarities with spoken languages that they can be used as a bridge into the literacy of the majority language (Ewoldt, 1996;Fischer, 1995;Haptonstall-Nykaza & Schick, 2007;Hirsh-Pasek, 1987;Mayer & Akamatsu, 2000;Puente, Alvarado, & Herrera, 2006). Ewoldt (1993) has proposed a top-down model of reading comprehension, whereby deaf readers are able to bypass auditory-based syntactic skills and phonological decoding strategies, instead processing print by semantic cues.…”

Section: Word Codingmentioning

confidence: 99%

“…The sign and spoken languages model developed by Mayer and Akamatsu (2000) creates seemingly insurmountable odds for the progression from a sign language to a spoken and written L2. Based on their model, there can be no transference from the spoken form of a sign language (L1) to the written form of sign language (L1), as a form does not exist, nor can there be a transference of linguistic knowledge from the written from of sign language (L1) to a written from of a spoken L2.…”

Section: Pedagogical and Research Implicationsmentioning

confidence: 99%

Understanding the Diverse Literacy Needs of Profoundly Deaf Sign-Dominant Adults in Australia

Furlonger

Rickards

2011

Reading Psychology

View full text Add to dashboard Cite

This review explores the literacy difficulties experienced by prelingual, profoundly deaf, sign-dominant adults. A critical overview of the existing literature identifies the importance of understanding their language experiences and word-coding preferences. Findings challenge the notion that a permanent lack of audition from birth prevents individuals from developing efficient strategies for the lexical processing of words and raises the possibility that sign-based word coding could play a central role in proficient word reading for those adults who cannot learn to read by way of the auditory perceptual route. The unique resources needed to assist in the development of the literacy skills of this minority group are discussed.

show abstract

“…A produção escrita dos nossos participantes até aqui, nos faz refletir sobre duas premissas defendidas na literatura -1) o surdo, na leitura e escrita, utiliza codificações viso-espaciais e não correspondência grafonêmica (Capovilla, Capovilla & Suiter, 2004;Gaustad, 2000;Flaherty & Moran, 2004;Miller, 2006;Tractenberg, 2002; entre outros); 2) o surdo desenvolve sensibilidade fonológica em processos de leitura e escrita (Akamatsu, Sterwart & Becker, 2000;Mayer & Akamatsu, 2000;Perfetti & Sandak, 2000;Sutcliffe, Dowker & Campbell, 1999; entre outros).…”

Section: Participante Mnunclassified

Produção e compreensão do texto escrito: um estudo junto a surdos universitários.

Fávero¹,

Pimenta²,

Pacifici³

2007

Inter. Psicol.

View full text Add to dashboard Cite

RESUMOEm Fávero e Pimenta (2006), apontou-se que a dificuldade dos surdos na compreensão de problemas escritos de matemática relaciona-se ao uso inadequado da LIBRAS pelos profissionais da instituição escolar, como instrumento para a organização de significados semióticos e aquisição de conhecimentos. Com o intuito de estudar o significado das irregularidades apontadas na literatura a respeito da produção escrita dos surdos, analisamos a produção de 6 surdos escolarizados, 5 universitários e 1 secundarista, entre 17 e 29 anos, 4 do sexo masculino e 2 do feminino, em resposta a um protocolo sobre a sua compreensão de um texto jornalístico e sobre sua concepção a respeito de suas competências e dificuldades no que diz respeito à produção e compreensão textual. Evidenciou-se que: os participantes desvalorizam suas próprias competências de produção e compreensão textual; apresentam uma adequada compreensão do texto; utilizam o processamento visual na escrita. Reitera-se a defesa da língua de sinais como língua materna dos surdos e a necessidade de se considerar o processamento visual e o desenvolvimento da consciência sintática e morfossintática, na aquisição da segunda língua. Para tanto, defende-se a importância da pesquisa, tendo por método de investigação, o próprio procedimento de intervenção psicopedagógica, o que significa considerar a atividade mediada. Palavras-chave: compreensão textual; produção escrita; processamento visual; surdo. Fávero and Pimenta (2006) demonstrated that the difficulties that deaf individuals experience in comprehending written mathematical problems is related to teaching professionals inadequate use of Brazilian Sign Language (LIBRAS) as an instrument for knowledge acquisition and for the organisation of symbolic meaning. In order to understand the irregularities observed in the literature regarding written production by deaf individuals, research was carried out involving six deaf subjects aged between 17 and 29 (four male and two female), of which five were college students and one was in secondary school. Subjects responded to a series of questions regarding comprehension of a newspaper article and evaluation of their own strengths and weaknesses in relation to textual production and comprehension. It was found that the subjects undervalued their textual production and comprehension skills, showed adequate textual comprehension and used visual processing in writing. Thus, the defence of sign language as the native language of deaf individuals is reiterated as is the need to take into account both visual processing and the development of syntactic and morphosyntactic awareness in the acquisition of a second language. We advocate further research which takes mediated activity into account, adopting the psycho-pedagogical intervention itself as the study method. Keywords: textual comprehension; written production; visual processing; deaf person. ABSTRACT Production and comprehension of written texts: A study of deaf university studentsExiste um consenso no discurso do meio escolar i...

show abstract

Deaf Children Creating Written Texts: Contributions of American Sign Language and Signed Forms of English

Cited by 30 publications

References 12 publications

Investigating deaf children’s plural and diverse use of sign and spoken languages in a super diverse context

Investigating deaf children’s plural and diverse use of sign and spoken languages in a super diverse context

Understanding the Diverse Literacy Needs of Profoundly Deaf Sign-Dominant Adults in Australia

Produção e compreensão do texto escrito: um estudo junto a surdos universitários.

Contact Info

Product

Resources

About