Codeswitching Techniques: Evidence-Based Instructional Practices for the ASL/English Bilingual Classroom

Autor/inn/en	Andrews, Jean F.; Rusher, Melissa
Titel	Codeswitching Techniques: Evidence-Based Instructional Practices for the ASL/English Bilingual Classroom
Quelle	In: American Annals of the Deaf, 155 (2010) 4, S.407-424 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Evidence; Educational Strategies; Reading Comprehension; Bilingual Education; Deafness; Vocabulary; Vocabulary Development; American Sign Language; Teaching Methods; Educational Practices; Code Switching (Language); English Instruction; Classroom Techniques; Instructional Effectiveness; Instructional Innovation + Suchen Sie Ihr Suchwort? Evidenz; Lehrstrategie; Leseverstehen; Bilingual teaching; Bilingualer Unterricht; Gehörlosigkeit; Taubstummheit; Wortschatz; Wortschatzarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; English langauage lessons; Englischunterricht; Klassenführung; Unterrichtserfolg; Educational Innovation; Bildungsinnovation
Abstract	The authors present a perspective on emerging bilingual deaf students who are exposed to, learning, and developing two languages--American Sign Language (ASL) and English (spoken English, manually coded English, and English reading and writing). The authors suggest that though deaf children may lack proficiency or fluency in either language during early language-learning development, they still engage in codeswitching activities, in which they go back and forth between signing and English to communicate. The authors then provide a second meaning of codeswitching--as a purpose-driven instructional technique in which the teacher strategically changes from ASL to English print for purposes of vocabulary and reading comprehension. The results of four studies are examined that suggest that certain codeswitching strategies support English vocabulary learning and reading comprehension. These instructional strategies are couched in a five-pronged approach to furthering the development of bilingual education for deaf students. (Contains 8 figures.) (As Provided).
Anmerkungen	Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site: http://gupress.gallaudet.edu/annals/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10