How Can You Talk about Bilingual Education of the Deaf If You Do Not Teach Sign Language as a First Language?

Kourbetis, Vassilis; Karipi, Spyridoula

doi:10.4324/9780367808686-8-10

Cited by 5 publications

(4 citation statements)

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“…English-centric Deaf education must be set aside. The field of Deaf education can elaborate views of Deaf education that are rooted in signed language, as described above and elsewhere (e.g., Schleper, 1997;Hrastinski and Wilbur, 2016;Supalla and Byrne, 2018;Hall et al, 2019;Czubek, 2021;Kourbetis and Karipi, 2021;Kuntze and Golos, 2021;Pagliaro and Kurz, 2021).…”

Section: Discussionmentioning

confidence: 99%

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Learning a second language via print: On the logical necessity of a fluent first language

Caldwell‐Harris

Hoffmeister

2022

Front. Commun.

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How Deaf children should be taught to read has long been debated. Severely or profoundly Deaf children, who face challenges in acquiring language from its spoken forms, must learn to read a language they do not speak. We refer to this as learning a language via print. How children can learn language via print is not a topic regularly studied by educators, psychologists, or language acquisition theorists. Nonetheless, Deaf children can do this. We discuss how Deaf children can learn a written language via print by mapping print words and phrases to sign language sequences. However, established, time-tested curricula for using a signed language to teach the print forms of spoken languages do not exist. We describe general principles for approaching this task, how it differs from acquiring a spoken language naturalistically, and empirical evidence that Deaf children's knowledge of a signed language facilitates and advances learning a printed language.

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Section: Discussionmentioning

confidence: 99%

“…Here we note a few recent examples of these. Kourbetis and Karipi (2021) developed tools to teach Greek Signed Language to both deaf and hearing learners (see www.sign1st.eu). The Bilingual Grammar Curriculum (BGC) developed by Czubek (2021)…”

Section: Avoid Teaching Words' Sounds and Focus On Words' Meaningsmentioning

confidence: 99%

Learning a second language via print: On the logical necessity of a fluent first language

Caldwell‐Harris

Hoffmeister

2022

Front. Commun.

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“…Isso é imperativo, uma vez que as pesquisas internacionais atuais demonstram os benefícios da exposição precoce à língua de sinais (Caldwell-Harris, 2021;Lieberman, 2021;Hall;Hall;Caselli, 2019;Caldwell-Harris, 2014;Novogrodsky, 2022;Humphries;Mathur;Napoli et al, 2022;Hrastinski;Wilbur, 2016;Koulidobrova;Kuntze;Dostal, 2018;Giudice;Lieberman, 2011;Kluender, 2018;Mayer;Trezek, 2020;Pontecorvo;Higgings;Mora et al, 2023;Scott;Hoffmeister, 2016), reconhecendo o direito ao aprendizado precoce da língua de sinais (Humphries, 2014;Karipi, 2021;Krausneker;Becker;Audeoud;Tarcsiová, 2020;Ormel;Kerkhoff;Baker;van der Aa, 2023). Além disso, a leitura se mostra significativamente correlacionada com a habilidade de língua de sinais da criança surda (Bochner et al, 2016).…”

Section: Leitura De Materials Bidimensional Em Língua De Sinaisunclassified

Livros Imagem Sinalizados Para Alfabetização Em Língua De Sinais

Mertzani

2024

RBA

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Há muito tempo, as crianças ouvintes se beneficiam do envolvimento com materiais de alfabetização, embora esse não seja o caso das crianças surdas e das línguas de sinais. A alfabetização em língua de sinais ainda está em sua infância, mesmo nos países que têm um currículo oficial de língua de sinais. Além disso, os materiais de alfabetização em língua de sinais são escassos. Com o objetivo de preencher essa lacuna, o projeto Libras em primeiro (2022 - 2024), financiado pela FAPERGS (Fundação de Amparo à Pesquisa do Estado do Rio Grande do Sul), no Programa de Pós-graduação em Letras, da Universidade de Santa Cruz do Sul, RS-Brasil, desenvolveu material didático híbrido de língua de sinais para crianças surdas da educação infantil e do primeiro ano do ensino fundamental. Em particular, o material é uma série de livros imagem sinalizados, que integra gráficos visuais e vídeos para apoiar a alfabetização precoce de crianças surdas na língua de sinais e a prática do professor. O artigo descreve os fundamentos teóricos desse desenvolvimento, principalmente com base na Estrutura de Sistemas de Leitura e suas conexões com os mecanismos cognitivos de processamento e reconhecimento da língua de sinais

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“…Communication with people with disabilities has obstacles and difficulties due to their limited sense of hearing and speaking ability. Therefore, it is necessary to teach sign language as a communication tool for persons with disabilities with the general public [11].…”

Section: Problem Formulationmentioning

confidence: 99%

Hand-Gesture Detection Using Principal Component Analysis (PCA) and Adaptive Neuro-Fuzzy Inference System (ANFIS)

2022

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Sign language is a non-verbal language that Deaf persons exclusively count on to connect with their social environment.The problem that occurs in two-way communication using sign language is a misunderstanding when learning new terms that need to be taught to deaf and mute people. To minimize these misunderstandings, a system is needed that can assist in correcting hand gestures so that there is no misinterpretation in teaching new terms. Several optimality properties of PCA have been identified namely: variance of extracted features is maximized; the extracted features are uncorrelated; finds best linear approximation in the mean-square sense and maximizes information contained in the extracted feature. The classification uses the Adaptive Neuro-Fuzzy Inference System (ANFIS) method. From the results of experiments with different image size variables, the largest accuracy was obtained with an image size of 449x449 of 76.20%. While the lowest accuracy of 52.38% is obtained through scenarios with image sizes of 57x57 and 45x45. Therefore, differences in the use of image sizes have an influence on the accuracy of hand signal prediction. The smaller the size given, the smaller the accuracy obtained. This is indicated by the decreasing accuracy value when given a smaller size in the four scenarios that have been studied.

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How Can You Talk about Bilingual Education of the Deaf If You Do Not Teach Sign Language as a First Language?

Cited by 5 publications

References 1 publication

Learning a second language via print: On the logical necessity of a fluent first language

Learning a second language via print: On the logical necessity of a fluent first language

Livros Imagem Sinalizados Para Alfabetização Em Língua De Sinais

Hand-Gesture Detection Using Principal Component Analysis (PCA) and Adaptive Neuro-Fuzzy Inference System (ANFIS)

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