Author: Brenda Stephenson The University of Tennessee Date submitted to deafed.net – Date submitted to deafed.net – March 6, 2006 March 6, 2006 To contact the author for permission to use this PowerPoint, please To contact the author for permission to use this PowerPoint, please To use this PowerPoint presentation in its entirety, please give credit to the author. To use this PowerPoint presentation in its entirety, please give credit to the author.

Language Across the Curriculum Contributed by Brenda Stephenson Brenda Stephenson The University of Tennessee

Pragmatic Intent This is the reason why we communicate This is the reason why we communicate Muma (1998) says that the motivation of why we are communicating is called the centrality of intent. Muma (1998) says that the motivation of why we are communicating is called the centrality of intent.

Relationship among Communication Components Communication Act Mode of the Act- Speech or sign Speech or sign Structure of the Act – ASL or English grammar Context or Meaning Semantics Purpose or Pragmatic Intent

Three Broad Divisions of Pragmatics Micropragmatics – study of intention Micropragmatics – study of intention Macropragmatics – looks beyond the purpose of a language act to the social context or setting of the conversation Macropragmatics – looks beyond the purpose of a language act to the social context or setting of the conversation Metapragmatics – involves understanding micro and macro issues Metapragmatics – involves understanding micro and macro issues

Language Instruction Contact Points We ask students : 1. to learn a language for communication purposes 2. to learn about their language 3. to learn other information using their language as a tool.

Learning a First Language at School Remember that the BEST place to learn a first language is at home from your parents…but if this doesnt happen then teachers must take on the task.

Three major pathways for learning language The auditory pathway for spoken English The auditory pathway for spoken English The visual pathway for English The visual pathway for English The visual pathway for acquisition of ASL and English as a second language The visual pathway for acquisition of ASL and English as a second language

Literacy Best Practices 1. Provide and monitor level- appropriate reading materials for independent reading activities as well as time to read. 1. Provide and monitor level- appropriate reading materials for independent reading activities as well as time to read. 2. Use technology such as CDs, captioned materials, and interest-based Internet sites that are known to be motivating. 2. Use technology such as CDs, captioned materials, and interest-based Internet sites that are known to be motivating.

3. Teach phonemic awareness and phonics either through structured, auditory-based programs with appropriate modifications for oral students OR through specialized materials and techniques that provide visual support (e.g., Lindamood Bell, Visual Phonics, Cued Speech, teacher-developed visual materials) to students who sign or need additional visual support 3. Teach phonemic awareness and phonics either through structured, auditory-based programs with appropriate modifications for oral students OR through specialized materials and techniques that provide visual support (e.g., Lindamood Bell, Visual Phonics, Cued Speech, teacher-developed visual materials) to students who sign or need additional visual support

4. Teach metacognitive skills such as reading strategies (e.g., re-reading, looking at pictures, predicting, visualizing, etc.) prior to, during, and after reading through Guided Reading activities to promote text comprehension. 4. Teach metacognitive skills such as reading strategies (e.g., re-reading, looking at pictures, predicting, visualizing, etc.) prior to, during, and after reading through Guided Reading activities to promote text comprehension.

5. Promote reading skill development through written language applications such as dialogue journals, research reading and writing, language experience stories, writing to read, or other language-based programs. 5. Promote reading skill development through written language applications such as dialogue journals, research reading and writing, language experience stories, writing to read, or other language-based programs.

6. Use content area reading materials to promote reading comprehension through scaffolding and other content area techniques. 6. Use content area reading materials to promote reading comprehension through scaffolding and other content area techniques. 7. Have students collaborate with others on activities that promote literacy development through such activities as shared reading and writing. 7. Have students collaborate with others on activities that promote literacy development through such activities as shared reading and writing.

8. Teach vocabulary meaning through semantic-based activities that enhance knowledge of multiple meanings of words, idiomatic expressions, and denotation (concrete) and connotation (abstract) meanings of words. 8. Teach vocabulary meaning through semantic-based activities that enhance knowledge of multiple meanings of words, idiomatic expressions, and denotation (concrete) and connotation (abstract) meanings of words.

9. Teach vocabulary meaning through morphographemic- based activities that enhance knowledge of word meaning through understanding of root/base words, prefixes, suffixes, including Latin and Greek derivatives. 9. Teach vocabulary meaning through morphographemic- based activities that enhance knowledge of word meaning through understanding of root/base words, prefixes, suffixes, including Latin and Greek derivatives.

10. Incorporate specific activities and strategies to promote either spoken reading fluency in oral students or signed reading fluency in signing students. 10. Incorporate specific activities and strategies to promote either spoken reading fluency in oral students or signed reading fluency in signing students.

Learning about Language Language and literacy development is intertwined. Language and literacy development is intertwined. Learning to read and write is the most important language-dependent task children face. Learning to read and write is the most important language-dependent task children face. Most deaf adults become dependent upon the written word for access to everyday information and for informal interactions with hearing people. Most deaf adults become dependent upon the written word for access to everyday information and for informal interactions with hearing people.

Learning Information through Language One of the most important tasks that a teacher of deaf students must perform is to provide a bridge between the students present level of language understanding and the language demands of the subjects being taught. One of the most important tasks that a teacher of deaf students must perform is to provide a bridge between the students present level of language understanding and the language demands of the subjects being taught.

Math Must understand comparative language Must understand comparative language as many as as many as is taller than is taller than three times as much as three times as much as

Math continued Must understand inferred concepts Must understand inferred concepts Be able to use connector language Be able to use connector language If…then If…then If and only if If and only if Because Because Either…or Either…or

Word Problems Require students to understand Require students to understand Important versus extraneous information Important versus extraneous information To understand sequences of events To understand sequences of events Inferred relationships inherent in the problems Inferred relationships inherent in the problems

Model by Luetke-Stahlman (1999) Model by Luetke-Stahlman (1999) Represent concepts with manipulatives Represent concepts with manipulatives Solve problems in authentic contexts Solve problems in authentic contexts Provide key words to help students understand math processes needed Provide key words to help students understand math processes needed

Steps continued Steps continued Help students differentiate between necessary and extraneous information Help students differentiate between necessary and extraneous information Helps students learn that there may be some missing information in a word problem Helps students learn that there may be some missing information in a word problem Relate new concepts/vocabulary to old or known Relate new concepts/vocabulary to old or known

Steps continued Rephrase word problems by verbally mapping it with another language Rephrase word problems by verbally mapping it with another language Consider other forms of representation including counters, pictures, graphs, etc. Consider other forms of representation including counters, pictures, graphs, etc. Help children build a vocabulary implicitly related to different processes Help children build a vocabulary implicitly related to different processes