Bilingualism: Part II ASLEnglish Bilingual Education

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Bilingualism Part IIASL/English Bilingual
Education
ASHA Convention 2006 Susanne Scott
Laurent Clerc National Deaf Education
Center Gallaudet University
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Agenda

• Who We Are
• Language Planning at the Laurent Clerc National
  Deaf Education Center
• ASL/English Bilingual Model
• Individual Language Planning for Diverse Students
• Facilitating ASL and Spoken English in a
  Bilingual Environment
• Early Childhood Program
• Team 1,2,3

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Laurent Clerc National Deaf Education Center
Gallaudet University

• Demonstration Schools
• Kendall Demonstration Elementary School
• Birth through Grade 8
• Model Secondary School for the Deaf
• 15yrs.-21 yrs. High School
• National Mission
• Literacy
• Family Involvement
• Transition

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Kendall Demonstration Elementary School

• Tuition Free Day Program
• No hearing level admission requirement
• Four Academic Teams
• Early Childhood Education
• Parent-Infant Program
• Nursery
• Pre-Kindergarten
• Kindergarten
• Team 1/2/3
• Team 4/5
• Team 6/7/8
• Student Support Services

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Language Planning at the Clerc Center

• Language Planning Committee
• ASL/English Bilingual Professional Development
• Bilingual Classroom Models and Strategies
• ECE
• ASL

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Goal of an ASL/English Bilingual Program

• To develop social and academic proficiency in
  both ASL and English

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Social vs. Academic Language
Social Language
AcademicLanguage

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BILINGUAL ABILITY The Language Abilities
forDeaf Children
Source Adapted by Nover (Feb 23,2006) from
Nover, Christensen, Cheng (1998)
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Signacy in context

• Oracy refers to fluency in a spoken language
  (i.e., the ability to speak and listen) and
  literacy refers to fluency in a written
  language (the ability to read and write). The
  term signacy is derived from the concepts of
  oracy and literacy (Baker, 2001 Bench 1992)
  but is used to specifically indicate fluency in a
  signed language.

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Transitional Bilingual Education

• The goal of a transitional bilingual program is
  subtractive

Hakuta, K., Mostafapour, E. (1998).
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Maintenance Bilingual Education

• The goal of a maintenance bilingual program is
  additive.

Hakuta, K., Mostafapour, E. (1998).
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Components of a Maintenance Bilingual Program

• School-wide Language Plan To develop
  proficiency in social and academic ASL and
  English
• Development of Individual Language Plans
• Implementing bilingual educational strategies

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Components of a Comprehensive Program

• Fluent Language Models
• Deaf/Hearing Teaching Teams
• Communication Guidelines
• Collaboration
• Support Specialists
• ASL Specialist
• Speech-Language Therapist
• Audiologist
• Literacy Specialist
• Technology Support
• Family Supports
• Family ASL
• Shared Reading Program

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• Developing an Individualized Language Plan

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What is a Individual Language Plan

• Description of a students use of language (ASL
  and spoken English) for communication and
  learning in various contexts
• A guide for goal development
• Establishment of guidelines for language
  allocation
• Description of recommended student services

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Facilitating ASL and Spoken English in a
Bilingual Environment
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Clerc CenterNursery ProgramBilingual Model

• Objective
• To facilitate language development and
  effective communication with a range of students
  in an environment that is aware of and responsive
  to the individual communication/language needs of
  each student and effective practices in the
  education of young deaf children.

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Clerc CenterNursery ProgramBilingual Model

• Classroom composition and staffing
• The Nursery program is divided into two classes.
• In each classroom there are deaf students without
  cochlear implants, deaf students with cochlear
  implants, and hard of hearing students.
• Each class has two teachers one deaf teacher and
  one hearing teacher as well as a third adult.

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Clerc CenterNursery ProgramBilingual Model

• Both teachers are responsible for the overall
  planning and implementation of each students
  Individualized Family Service Plan (IFSP) or
  Individualized Education Plan (IEP)
• Support staff are integrated into these
  classrooms as well.
• Communication access All teachers and staff are
  responsible for ensuring communication access for
  students/adults in the communication setting.

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Clerc CenterNursery ProgramBilingual Model

• Group activities inclusive of all students ASL
  is the language of instruction
• One- to-one activities Teachers and staff to
  adjust communication use based on individual
  student functioning levels and goals, as well as
  the context and goal of the activity.
• Small group time
• Students grouped based on auditory access
  (Language Plan and IFSP/IEP goals to be utilized
  to determine group placement)
• Range of English development activities
  integrated into all groups (based on the
  characteristics of the children )

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Clerc CenterNursery ProgramBilingual Model

• Program Components to address spoken language
  use
• Daily hearing aid check/CI check for all students
  who use amplification
• Listening area (computer, language master, video,
  and tape recorded activities) to be available
  during free choice activities
• Music/finger-play/nursery rhymes integrated into
  the day (videos, sign supported)
• Individual/small group auditory and speech
  training based on each childs IFSP

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• All Children Together - Circle Time and Activity
• ASL

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• Teachers work one-on-one with small groups of
  children (art projects, free play, etc.)
• Flex Time
• Teachers target individual children based on
  their IEP goals

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Language Groups

• Daily regrouping of students based on language
  access
• Auditory Access Group
• Visual Access Group

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Auditory Access GroupPhonemic Awareness
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Pre-K Bilingual Classroom

• Self-contained classroom
• Hearing Teacher and Deaf Teaching Assistant (Both
  fluent in ASL)
• 5 students (varied profiles but all have auditory
  access through a hearing aid or cochlear implant)

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Student Profiles

• TE HOH/Binaural aids Deaf parents (Swedish,
  English, ASL spoken in the home)..L1 ASL
• AG Deaf/CI/HA Hearing parents (English and ASL
  spoken in the home).L1 ASL
• AC HOH/HA Deaf parents (ASL in the home) L1
  English
• LW Deaf/CI/HA Hearing parents (ASL and English
  in the home) L1 English
• TO HOH/BC aid (Unilateral loss apraxia)
  English in the home L1 English

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Classroom characteristics

• Identified adults in the environment to
  facilitate in both ASL and Spoken English
  (specialists, teachers, other professionals)
• Identified daily/weekly activities to facilitate
  both Spoken English and ASL (social and academic)
• Read aloud strategies in both ASL and Spoken
  English
• Incorporation of media facilitated activities in
  both ASL and Spoken English (DVDs, Smart Board,
  computer games, card reader for listening, etc)

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• Strategies linking
• ASL and English

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Facilitating ASL and Spoken English Team 1,2,3

• WCN18
• Listening Literacy Centers
• Teaching ASL

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Listening and Literacy Centers

• Books on Tape
• Computer Software Programs
• Card Reader

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In closing

• Importance of Valuing Bilingualism
• Providing opportunities for individual student
  development in ASL and English
• Assessment and Documentation of student
  performance in ASL and English

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Susanne Scottsusanne.scott_at_gallaudet.edu