Hits 1.681 – 1.698 of 1.698
| 1681 |
Non-verbal executive function is mediated by language: A study of deaf and hearing children
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In: Child Development (In press).
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| 1682 |
Differences in visual hemifield processing of linguistic materials by deaf and hearing adult males
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| 1683 |
Acquisition and use of visual/gestural and aural/oral bilingualism: a phenomenological study on bilingualism and deafness
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Mason, David G.. - : University of Alberta. Department of Educational Psychology.
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| 1684 |
Reliability estimates and exploratory factor analysis of an American Sign Language administration of the general aptitude test battery
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Cooney, Denis.. - : University of Alberta. Department of Educational Psychology.
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| 1685 |
Hearing teachers' experiences of using sign language with hearing impaired students
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| 1686 |
Development of a diagnostic assessment instrument for English to American sign language interpretation
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| 1687 |
American Sign Language and Early Literacy: Research as Praxis
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Abstract:
This thesis presents an ethnographic action research study of Deaf and hearing parents and infants participating in a family American Sign Language (ASL) literacy program in Ontario. The thesis documents the context for parents and children’s learning of ASL in an environment where resources for supporting early ASL literacy have been scarce. At the time of the study, restrictions were placed on young Deaf and hard of hearing children’s learning of ASL, as the Ontario government’s Infant Hearing Program frequently did not provide ASL services to children who received cochlear implants or auditory-verbal therapy. This operational language policy of Ontario infant hearing screening and early intervention services was maintained despite evidence for the benefits that learning ASL confers on spoken and written language development in Deaf children. In this context, participation in a family ASL literacy program is a means for both supporting emerging ASL literacy in young children and resisting pathologizing Discourses (Gee, 2008) regarding signed language and Deaf identity. Through semi-structured interviews and observations of six individual families or parent-child dyads, the study documents participants’ encounters with gatekeepers who regulate Deaf children and their families’ access to ASL. At the same time, the setting of the ASL Parent-Child Mother Goose Program is presented as a Deaf cultural space and thereby a counter-Discourse to medical Discourses regarding Deaf identity and bilingualism. This space features the Deaf mother participants’ ASL literacy and numeracy practices and improvisations of ASL rhymes and stories to enhance their suitability for young children. The practices of the ASL Parent-Child Mother Goose Program leader also serve to define and support emergent ASL literacy in young children. In addition, a Deaf cultural space inside a broader context of public services to young Deaf children provides a means for the hearing mother participants to facilitate critical inquiry of issues surrounding bilingualism, ASL, and a Deaf identity. Collectively, the findings from this study highlight the benefits of emergent ASL literacy in Deaf children and their families, and provide an evidence-based rationale for Canadian governments and government agencies to better support this development. ; PhD
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Keyword:
0282; American Sign Language; Bilingual education; Deaf children; Early intervention; Early literacy
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URL: http://hdl.handle.net/1807/19092
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| 1688 |
Unha lingua de signos galega? ; A Galician sign language?
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| 1690 |
Avaliação e Avaliatividade em discursos de alunos surdos à luz da LSF
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In: DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, Vol 34, Iss 1, Pp 205-234
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| 1691 |
Lucille Engdahl working with deaf children, University of Washington Speech Clinic, Seattle, 1939
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In: Museum of History & Industry, Seattle (MOHAI) ; Seattle Post-Intelligencer Collection
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| 1692 |
O processo de ensino-aprendizagem da leitura em uma turma de alunos surdos: uma análise das interações mediadas pela Libras
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In: Revista Brasileira de Linguística Aplicada, Vol 14, Iss 4, Pp 905-933
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| 1693 |
Teaching languages to deaf students in Brazil at the intersection of discourses
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In: Revista Brasileira de Linguística Aplicada, Vol 14, Iss 4, Pp 881-904
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| 1694 |
A aprendizagem coletiva de língua portuguesa para surdos através das interações em língua de sinais
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In: Revista Brasileira de Linguística Aplicada, Vol 14, Iss 4, Pp 987-1014
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| 1695 |
O desenvolvimento da escrita de surdos em português (segunda língua) e inglês (terceira língua): semelhanças e diferenças
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In: Revista Brasileira de Linguística Aplicada, Vol 18, Iss 4, Pp 853-886
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| 1696 |
The value of interaction in the acquisition of a sign language
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In: Revista Brasileira de Linguística Aplicada, Vol 14, Iss 4, Pp 769-798
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| 1697 |
A construção de imagens de si em epígrafes de teses de doutorado produzidas por surdos
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In: Revista Brasileira de Linguística Aplicada, Vol 14, Iss 4, Pp 861-880
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| 1698 |
Reflexões sobre as práticas de ensino de uma professora de inglês para surdos: a língua de sinais brasileira como mediadora do processo de ensino-aprendizagem
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In: Revista Brasileira de Linguística Aplicada, Vol 14, Iss 4, Pp 1015-1044
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