Jessica Scott, Boston University Session 9, March 21, 2012

 “In terms of a disability, I don’t view myself as having a disability…I function like any other hearing person can. My deafness does not deprive me of anything. I can do anything I want. Except maybe sing.”  Summer Crider, Through Deaf Eyes

 Discussion  What is literate thought?  How can we promote literate thought?  Break!  Housekeeping  Guest speaker: Jillian Forschner!

 To understand what literate thought is and how it might be developed  To consider ways we can develop literate thought in our classrooms  To learn about the experiences of an ASL specialist at a residential school for the Deaf

 Discussion  What is literate thought?  How can we promote literate thought?  Break!  Guest speaker: Jillian Forschner!  Housekeeping

 “I find it interesting how much stock we put into be literate. We, as a society, believe that if one is not literate than one is not smart. But that is not always the case.”  “Especially after reading article #7, I can't understand why teachers are not properly using ASL for instruction. With all the research why do schools continue to implement unsuccessful methods on instruction.”

 Bailey’s article "Integrative ASL-English Language Arts: Bridging Paths to Literacy" was very useful. I think the 6 principles for application of bilingual education are outstanding.  Reading this article, I sure wished I grew up in this kind of environment with all six principles. I feel frustrated and disappointed that educators convinced my parents to put me in hearing schools, with no interpreters, attended thousands of “pull out” hours for speech therapy, and learning little stuff through lip reading. This is an inspiring article, and I look forward working with Deaf children.

 Discussion  What is literate thought?  How can we promote literate thought?  Break!  Guest speaker: Jillian Forschner!  Housekeeping

 Classic definition focuses on script literacy: Ability to read and write  We know that many Deaf students have traditionally struggled to acquire script literacy skills in English, a language that they no auditory access to  We also know that these students may have extraordinary language skills in ASL and have strong cognitive skills

 The ability to interpret ideas and be critical of information (which can be presented in a number of forms).  Literate thought requires LANGUAGE, but not necessarily script literacy.

 Cognitive Ability =/= Reading Ability  There are plenty of people who struggle with reading who are of average (or above average!) cognitive ability  We need to consider more than just ability to read and write in English (or whatever dominant language) when considering literate thought

 Matthew Effect (Stanovich) – originally applied to reading:  The (reading) rich get richer, and the (reading) poor get poorer  Children are often expected to learn information and world knowledge THROUGH print  Which means that the reading poor might not get instruction that is equal to their cognitive abilities

 Performance literacy  Dialogues, lectures, storytelling  Captured on film (so they can be revisited, in the same way that print literacy is)  Caption literacy  Recorded performance literacy… with captions!

 Read over the example on pages in article 8  How is performance literacy used here?  How does this promote literate thought?  What do you like about this example?  What do you dislike?

 About how performance literacy can be fully utilized in the classroom?  About how caption literacy can be used to benefit students?

 Discussion  What is literate thought?  How can we promote literate thought?  Break!  Guest speaker: Jillian Forschner!  Housekeeping

 1. Provision of Language Models in ASL & English  2. ASL as First/Natural Language for Deaf Children  3. World Knowledge as a Prerequisite for Written English Literacy  4. Promoting Metalinguistic Awareness and Knowledge in ASL & English  5. Valuing Approximations in Both ASL & English  6. Involvement of Parents in the Literary Lives of Deaf Children

 Think about these six principles:  How can these principles support the development of literate thought?  Have you seen classrooms that adhere to any or all of these principles?  How might these principles look in practice when applied to a school for the Deaf?

 Discussion  What is literate thought?  How can we promote literate thought?  Break!  Guest speaker: Jillian Forschner!  Housekeeping

 Today marks the first day you can submit your final paper proposal  The last day is April 11  Your Annotated Bibliography is due next week  5 readings on your final paper topic  300 word summary of each

 Wednesday, March 28  6:30 pm, Wellesley College Science Center  Deaf Awareness Event: Lecture and ASL Storytelling  Just FYI!

 I will be out of town from tomorrow until Sunday, so my response time might be slower than usual  Sorry!

 We will return to our Vygotsky book and think about how we can promote literacy through interactions with our students  There will be no discussion leader!

 Discussion  What is literate thought?  How can we promote literate thought?  Break!  Guest speaker : Jillian Forschner!  Housekeeping

 Discussion  What is literate thought?  How can we promote literate thought?  Break!  Guest speaker: Jillian Forschner!  Housekeeping