Language- Development & Use
Informational Chunk:Conversational Approach
In an article abstract I found on the internet, the conversational approach to teaching language to the hh/d was examined. Teachers can engage children in conversations on a wide variety of topics in both individual and group sessions. Modeling and peer talk were also mentioned as ways of helping facilitate conversation, because they reduce the case of the teacher dominating the conversation.
I found this on the web at: (click to connect to the site) cccdc.htm
This abstract showed me how often the conversational strategy of teaching language is not very student centered. Although, I still feel this is an excellent approach, and in my classroom I will try to implement ways for the students to initiate conversation more than I do. Modeling and peer talk are also effective it seems. Many hh/d children need to be modeled to so they know what to do and how to do it. Peer talk is helpful because it assists in developing better social skills.
Informational Chunk: Sentences
Diane Vosteen, a hearing impaired teacher at Lincoln Middle School in Cleveland, Ohio, has her students use language in many ways. She has the students write sentences for all words and concepts they learn in English class. She believes it is important that they learn to use English coherently, and in a manner that makes sense. She has the students read their sentences out loud to her, me or the class. She stresses correct form in sentences, and insists they at least try to pronounce words rather than always fingerspelling. This really facilitates language use in her classroom. She also converses a lot with the students, whether it be about home or their interests, and they really like to talk then.
Vosteen, D. 1996. Teacher of the Deaf, Lincoln Middle School, 1701 Castle Ave., Cleveland, Oh. 44113
Doing my language practicum here, I have kept record of how teachers facilitate language use. I have found that my teacher especially, uses effective measures. In modeling what my cooperating teacher does, I also stress sentence writing and conversational interactions. The students have always responded positively to these strategies. Hearing Impaired/Deaf children definitely need to develop stronger coherent writing skills, especially if they do not use A.S.L., as the students at this school do not use. I have definitely seen how talking to the children about what they like really gets their conversational juices flowing, and from this experience, I have learned valuable skills for my future classroom.
Do teachers that teach in schools where A.S.L. is the primary language used stress English sentence structure, or do they accept A.S.L. form in writing?