Critical Pedagogy in Deaf Education: Teachers' Reflections on Creating a Bilingual Classroom for Deaf Learners. Year 3 Report (1999-2000). USDLC Star Schools Project Report No. 3.

Autor/inn/en	Nover, Stephen M.; Andrews, Jean F.
Institution	New Mexico School for the Deaf, Santa Fe.
Titel	Critical Pedagogy in Deaf Education: Teachers' Reflections on Creating a Bilingual Classroom for Deaf Learners. Year 3 Report (1999-2000). USDLC Star Schools Project Report No. 3.
Quelle	(2000), (109 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-9668769-2-X
Schlagwörter	American Sign Language; Bilingual Education; Deafness; Elementary Secondary Education; English (Second Language); Inclusive Schools; Inservice Teacher Education; Instructional Effectiveness; Language Acquisition; Longitudinal Studies; Mainstreaming; Postsecondary Education; Residential Schools; Teaching Methods + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Gehörlosigkeit; Taubstummheit; English as second language; English; Second Language; Englisch als Zweitsprache; Inclusive school; Integrative Schule; Lehrerfortbildung; Unterrichtserfolg; Sprachaneignung; Spracherwerb; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Post-secondary education; Tertiäre Bildung; Heimschule; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This report covers year 3 of a 5-year longitudinal study that is applying a bilingual language approach to development of American Sign Language (ASL) and English language and literacy skills in deaf learners. Specifically, the report describes how 45 teachers and mentors in five residential schools participated in inservice training on the use of bilingual and English as a Second Language (ESL) methodologies and practices with deaf children. Teachers kept written reflective logs as they participated in weekly seminars for 24 weeks. Conclusions of the project to date support a dual language developmental bilingual approach in ASL and English but do not support the mixing of languages as in a sign-supported speech environment. Implications of the project include increased use of bilingual and ESL methodologies in inservice teacher training and a closer attention to background variables of deaf students as they affect language learning. Conclusions also suggest that many public school programs are failing deaf students and exacerbating their language delays, that schools for the deaf need to reform their language teaching and learning environments, and that widespread mainstreaming of young deaf children without ASL and deaf culture support is not working. Six appendices provide teaching training syllabi, questionnaires, and other project related materials. (Contains 52 references.) (DB)
Anmerkungen	For full text: http://www.starschools.org/nmsd.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01