Literacy and Deaf Students in Taiwan: Issues, Practices and Directions for Future Research--Part I

Autor/inn/en	Liu, Hsiu Tan; Liu, Chun Jung; Andrews, Jean F.
Titel	Literacy and Deaf Students in Taiwan: Issues, Practices and Directions for Future Research--Part I
Quelle	In: Deafness and Education International, 16 (2014) 1, S.2-22 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1464-3154
DOI	10.1179/1464315413Z.00000000055
Schlagwörter	Foreign Countries; Literacy; Deafness; Educational Policy; Educational Practices; Research Needs; Program Descriptions; Accessibility (for Disabled); Performance Factors; Context Effect; Demography; Reading Achievement; Writing Achievement; Background; Predictor Variables; Learning Processes; Illustrations; Demonstrations (Educational); Sign Language; Chinese; English (Second Language); Taiwan + Suchen Sie Ihr Suchwort? Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Gehörlosigkeit; Taubstummheit; Politics of education; Bildungspolitik; Bildungspraxis; Forschungsbedarf; Accessibility; Zugänglichkeit; Leistungsindikator; Demografie; Leseleistung; Hintergrundinformation; Prädiktor; Learning process; Lernprozess; Bildliche Darstellung; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Gebärdensprache; China; Chinesen; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	We describe the literacy issues facing young deaf and hard of hearing (DHH) learners in Taiwan who are learning both a logographic and an alphabetic script. We describe the contextual factors that surround their reading and writing processes such as island demographics, reading achievement levels, and background language learning variables including deaf culture. We then describe and provide graphic illustrations and examples of the linguistic features of the written languages that DHH children are learning (Chinese and English) as well as the sign codes (Signed Chinese, Zhuyin finger alphabet, character signs, palm writing, and air writing) and the Zhuyin Fuhao written visual symbols. We suggest that contextual, cultural and linguistic factors need to be considered in the understanding of how DHH children learn to read and write as well as how they use their sign language and sign codes to build Chinese and English literacy skills. (As Provided).
Anmerkungen	Maney Publishing. Suite 1C Joseph's Well Hanover Walk, Leeds, LS3 1AB, UK. Tel: +44-113-243-8168; Fax: +44-113-386-8178; e-mail: subscriptions@maney.co.uk; Web site: http://www.maney.co.uk/index.php/journals/dei
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10