1. From Theory to Practice: ASL-English Bilingual Education Practices Bobbie M. Allen, Ph.D. University of California, San Diego EDS 342A

2. Welcome to EDS 342A Agenda n Class meeting n K-W-L n Powerpoint n Overview of Syllabus n Projects n DVD: Beyond Strategies

3. Overview n Bilingual Principles, Philosophies & Models of ASL-English Classrooms n Pedagogy: ASL-English Practices n Family and Community Participation n Authentic Assessment/Evaluation n IFSP/IEP/ Transition Plans n Laws and Legal responsibilities n Reflection on practice

4. EDS 342 A: Course Objectives We will examine: n Developmental milestones for language and literacy for Deaf and Hard of Hearing children (birth to 5 year olds) n Pedagogical theories and bilingual methods for first/second language and bi-literacy development n Elements of an effective early childhood program n Development of ASL is critical for cognitive, cultural, social/emotional and linguistic (English) n Assessment that is systematic and authentic is critical for informing our teaching and for the development of IFSP, IEP and Transition Plans

5. Principles n ASL is a language and a resource n The presence of ASL and English in the same classroom environment does not impede the development of either language, rather it facilitates cognitive, social, linguistic and cultural development. n To say a Deaf child has no language is a deficit view; They are human and have a need to communicate;Instead, they are emerging bilinguals n Total Communication and Oral classrooms use “English Only” approaches (subtractive).

6. Principles 1. Bilingual classrooms separate (when appropriate) ASL and English to promote equal status 2. Strong ASL and English connections are critical for development of both languages (EDS 125 Dynamic=Banyan Tree) n Deaf and hard of hearing children are language learners and members of the Deaf community, a linguistic minority. n UCSD promotes a bilingual, multilingual, multicultural program NOT just a “bi bi”

7. Principles n Deaf students need to read and write through English with ASL interpretations (not translations) to make the written English meaningful n Intense contrastive analysis or grammar translation (ASL vs English) is not necessary; use signals and strategies for emphasizing ASL or English n Signed English does not replace ASL as in traditional “transitional bilingual programs” n ASL remains the primary language of instruction; we discuss English through ASL

8. Principles n All aspects of English (including oral language) is promoted in deaf bilingual classrooms. n Deaf students enter school developing 2 languages; most do not have a fully developed first language (exception Deaf of Deaf) n BICS/CALP. There is not ASL BICs or ASL CALP Language functions or genres cut across all languages e.g. comparison, persuading,explaining etc) n Reading and writing are not delayed until ASL is fully developed;” simultaneous” emerging bilinguals

9. Agenda Session 2 n Discussion of Writing Assignment #1 n Discussion about BICS/CALP and CUP (theory) n Practices & Departures n DVD: Chapter 3

10. Upon graduation from high school n 8% of deaf students and 15% of hard of hearing students score proficient or advanced on the California Standards Test for Language Arts n 10% of deaf students and 18% of hard of hearing score proficient to advanced on math tests n New approaches are necessary in order to provide deaf and hard of hearing students the education they deserve.

11. BICS & CALP

12. BICS & CALP: Classroom Application

14. Academic Language n Language Functions for ASL & English are the same as well as other languages, examples u Compare & Contrast u Evaluation u Cognitively Demanding/Cognitively Undemanding n ASL & English Forms can be different u Irregular Past Verbs (run/ran); multiple meanings for 1 word u Run has multiple signs indicating different meanings; English has 1 word with multiple meanings

15. Structure n ASL & English Structures can be different u Passive Voice---ASL has no passive voice; English does u English Example: The boy was hit by the ball. u English Example for comparison ____ have/has _______whereas _____have/has ______. What is the ASL structure for these English structures?

16. English Language Development (ELD) American Sign Language Development ASLD n ELD lessons for hearing students focus on a communicative approach, chants, songs, language games using oral English. u For deaf it might be considered ASLD; u ELD is through print with strong connections between the 2 languages. u Deaf students need a communicative/interactive approach to develop ASL and English print and if appropriate, oral English u Comprehensible Input: Language that is relevant and meaningful

17. Specially Designed Academic Instruction in English (SDAIE) n For Deaf students, connections between ASL and English are necessary with purpose u Content and language learning goals u Hands on learning and student interaction u Authentic and meaningful tasks with realia--real objects, movies, illustrations, visual representations/graphic organizers u Practice higher level thinking skills u Advance literacy skills in both ASL and English print u Moving towards more complex linguistic text, concepts and tasks in academic content

18. Empowerment

19. Early Visual Language, Literacy and Learning u By age of 4, ASL signing Deaf children self regulate attention to visual language u Use of eye gaze to regulate attention getting and turn-taking u Alternation of eye gaze is required; possibly a more demanding type of visual attention u ASL fluency correlates to reading achievement; u Phonological coding predicts 10% of reading outcomes u Associative skills; hand shape linked to English alphabet

20. Theories To Remember n Insufficient Exposure or time On Taks u ASL will not impede English reading, writing or spoken language u Critical period for first but not second language n Low Status of ASL n Linguistic Mismatch u home-school mismatch language & culture: English-ASL-Spanish n Linguistic Interdependence L1 will transfer L2 n Transformation versus Banking Model n Comprehensible Input

21. Essential Questions n What is assessment? n What assessments are reliable and valid for Deaf children? n How can we best meet the needs of families of Deaf children? Families of other cultures? n What essential points/arguments can use to guide others’ thinking about a bilingual approach for deaf children? n What can we do to promote writing in our current student teaching placements?

22. Assessment/Evaluation n A plethora of standardized tests to evaluate children’s English development/skills n Very few assessments to determine children’s ASL proficiency n Deaf children’s ASL development should be observed in a variety of social and learning context.

23. Hallmarks of Good Assessment Use a Variety of Measures - Good assessment does not rely on a single yard-stick but compiles data based on both individual students’ learning plus school-wide data Involve Educators, Parents and Broader Community - Improved success for students relies on positive collaboration. Comprehensive & Balanced - Good assessment procedures provides for flexibility, data from multiple contexts and sources; child-centered, developmental and fair Based on Current Research & Theories about Teaching & Learning

24. Hallmarks of Good Assessment Supports Improved Learning - The assessment is designed to provide feedback that helps students improve their learning. Helps Teachers Teach Better - Good assessment provides an array of information that teachers can use to improve their teaching practices and help ensure students learning. Integrated with the Curriculum and Instruction - Assessment works best when it flows naturally from, and is part of, student work - i.e. a science experiment that becomes part of the student portfolio. Classroom Based, Authentic & Systematic - Most of the assessment is based on classroom work done by students and observations over a period of time with systematic record keeping

25. A New Generation with a New Attitude: Family Perspectives n Deafness impacts the entire family, not just the child. n Teachers have a responsibility to facilitate the acculturation process for families and children. An informative pedagogical perspective is a necessary condition that responds to the fears and misinformation about deafness. n The grieving process may not be a natural process. It is defined and influenced by how the dominant culture defines the expected “normal” skills of the person. n Families that are further along the continuum of the acculturation/enculturation process have a responsibility to new families. n The status of inequality of minority non-English speaking families disempowers them, prevents them from obtaining the necessary information and denies them the ability to manipulate the resources to the children’s advantage.