1. ASL / English Bilingual Education:
Models, Methodologies, and Strategies
Written by
Maribel Garate, Ph.D.
Visual Language and Visual Learning
Gallaudet University
June 2012
VL2.GALLAUET.EDU

2. ASL / English Bilingual Education
Key Points: l. 2. 3. 4. 5. 6. 7.

3. ASL / English Bilingual Education
Key Points:
Early access and exposure to a natural language, whether signed or spoken.
The development of both languages needs to be fostered in all social and academic interactions.
Additive bilingualism aims to develop proficiencies in two languages.

4. ASL / English Bilingual Education
Key Points:
A developmental bilingual program addresses the social and academic language needs of diverse deaf learners while also providing instruction in content areas.
Developing competence in two languages requires deliberate and careful planning for the use of the two languages.
Effective use of bilingual practices hinges on the planned allocation of the two languages in the classroom.

5. ASL / English Bilingual Education
Key Points:
Bilingual teachers base their selection of bilingual practices and strategies on the students’ linguistic skills as well as the content at hand.
Garate, page 1

6. ASL / English Bilingual Education
Benefits
Discussion

7. ASL / English Bilingual Education
Benefits
Mental flexibility
Creative thinking
Communicative sensitivity
Concept development and academic achievement
Garate, page 2

8. ASL / English Bilingual Education
The two main types of bilingual education are: l. 2.

9. ASL / English Bilingual Education
The two main types of bilingual education are: (p. 2) l. Subtractive models 2. Additive models

10. ASL / English Bilingual Education
Bilingual allocation is divided into two broad categories based on how and when the two languages are used: l. 2.

11. ASL / English Bilingual Education
Bilingual allocation is divided into two broad categories based on how and when the two languages are used. (p. 3) l. Language separation (e.g. English Language, ASL Language Arts class) 2. Concurrent use of language

12. ASL / English Bilingual Education
Concurrent use of language has four ways: l

13. ASL / English Bilingual Education
Concurrent use of language has four ways (p. 4) l. Purposeful Concurrent 2. Preview-View-Review (PVR) 3. Translation 4. Translanguaging Three of the four methodologies common in the deaf education are #1, #2 and #3 above.

14. ASL / English Bilingual Education
1. Purposeful Concurrent (known as code-switching)
The teacher alternates between the use of ASL and English in print during a lesson.
For example, while teaching a lesson in ASL the teacher consistently writes down, highlights, or fingerspells key terms and definitions.

15. ASL / English Bilingual Education
2. Preview-View-Review (PVR)
Teachers preview, or introduce, the lesson in the students’ first or dominant language, view, or teach, the lesson in the second or developing language, and review, or wrap up, the lesson using the first language.
It can also be reversed.

16. ASL / English Bilingual Education
3. Translation
In ASL/English bilingual classrooms, teachers often translate English text into ASL during read-aloud activities and content instruction.
Translation is used to compare and contrast the characteristics of each language, to understand implicit meaning in text, and to explain the multiple mean of words and signs.

17. ASL / English Bilingual Education
4. Translanguaging It involves the presentation of the content in one language and expecting a product in another language. Input and output are always in different languages. In ASL/English bilingual classrooms, the teacher delivers the main content of the lesson in ASL, and the students complete the assignment in English. Alternatively, the class may read selection from a textbook … and then discuss the content in ASL or submit a signed videotaped assignment based on the written content.

18. ASL / English Bilingual Education
Strategies used in ASL/English bilingual instruction: *

19. ASL / English Bilingual Education
Strategies used in ASL/English bilingual instruction (p. 5)
* Explicitly compare and contrast ASL and English structures.
* Engage in free translation during story-signing and story-reading to access the meaning of the text and do a follow up using literal translation to analyze the structure of written passages.
* Code-switching is also used at the word and sentence level to support developing bilinguals by providing conceptual, semantic, and grammatical connections.

20. ASL / English Bilingual Education
Strategies used in ASL/English bilingual instruction:
Chaining and sandwiching strategies – where the teacher directly links signs to printed information, objects, and definitions – are forms of code-switching.
The use of both fingerspelling and lexicalized fingerspelling have been used to introduce and teach new English vocabulary.