Critical Pedagogy in Deaf Education: Bilingual Methodology and Staff Development. USDLC Star Schools Project Report No. 1.

Autor/inn/en	Andrews, Jean F.; Nover, Stephen M.
Institution	New Mexico School for the Deaf, Santa Fe.
Titel	Critical Pedagogy in Deaf Education: Bilingual Methodology and Staff Development. USDLC Star Schools Project Report No. 1.
Quelle	(1998), (96 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-9668769-0-3
Schlagwörter	Bilingualism; Deafness; Elementary Education; Hearing Impairments; Inservice Teacher Education; Instructional Effectiveness; Language Acquisition; Literacy; Postsecondary Education; Residential Programs; Second Language Learning; Staff Development; Teacher Attitudes; Theory Practice Relationship; New Mexico + Suchen Sie Ihr Suchwort? Bilingualismus; Gehörlosigkeit; Taubstummheit; Elementarunterricht; Hearing impairment; Hörbehinderung; Lehrerfortbildung; Unterrichtserfolg; Sprachaneignung; Spracherwerb; Alphabetisierung; Schreib- und Lesefähigkeit; Post-secondary education; Tertiäre Bildung; Sozialer Wohnungsbau; Zweitsprachenerwerb; Personnel development; Personalentwicklung; Lehrerverhalten; Theorie-Praxis-Beziehung
Abstract	The New Mexico School for the Deaf was awarded a five-year federal grant to implement and test a proposed bilingual/ESL model for students with deafness acquiring and learning two languages. The Star Schools project also was tasked with designing an effective system of staff development within residential schools for the deaf to guide teachers in the use of effective instruction to maximize students' affective, cognitive, social, American Sign Language (ASL) proficiency, English literacy acquisition, and academic achievement through the use of two languages: ASL and English. This report summarizes the first year's research on the implementation of staff development for teachers of children with deafness. Fifteen elementary school teachers from two residential schools for the deaf participated in a year-long staff development program. This program included 36 hours of seminars in bilingual/ESL theories. Analysis of reflective logs indicate that the seminars prodded teachers to reexamine their beliefs about how students with deafness acquire language and literacy. Appendices include course syllabi and answers to questions regarding bilingualism, first and second language acquisition, and teaching techniques that emerged from discussions with teachers and other professionals concerned with implementing bilingual education for students with deafness. (Contains more than 200 references.) (CR)
Anmerkungen	New Mexico School for the Deaf, 1060 Cerrillos Road, Santa Fe, NM 87503; Tel (voice/TDD): 505-827-6739; Fax: 505-827-6684.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC