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Deaf English Language Learners

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Kimberley Rafferty

on 29 March 2011

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Transcript of Deaf English Language Learners

Deaf Enlgish Language Learners Kimberley Rafferty
EHD 4245
March 29, 2011 With increasing amounts of immigrants coming to the U.S., there are more and more Deaf students whose families' first language is not English. These children have the same stuggles that all Deaf students face
May lack exposure to language (signed or spoken)
May struggle with their native, spoken language
May struggle with reading, and thus other academic areas
May experience frustration because they have no means of communicating In addition, they face many of the struggles that ELLs face
Learning new languages (English and ASL)
Adjusting to new cultures (American and Deaf)
Possible lack of education: some countries do not have education systems like the U.S., especially for students with disabilties. SO... how do we teach these students?? Methods to Teach Deaf ELLs David R. Schleper Odyssey Spring 2000 Dialogue Journal Method used with ELLs
Method used with Deaf students

One teacher at the Model Secondary School for the Deaf at
Gallaudet uses this with his Deaf ELLs

Encourages writing in English
Allows practice
Allows feedback in a private way
Encourages reading in English Student: 2/12 I like school a lot.

Teacher: 2/15 Hi Claudette! I’m glad that you like school a lot. I like to teach school, too.

Teacher: 2/24 I’m happy that you like America. Do you study a lot? Do you have a lot of homework?

Student: 2/28 I’m happy to be in America. I want to learn. (not the student’s handwriting)

Teacher: 2/29 That is good, but you didn’t answer my questions. Do you study a lot? Do you have a lot of homework?

Student: 3/2 Im is good but you didn’t answer my questions D you study a tol

Teacher: 3/3 I don’t study because I am not a student. I’m a teacher. Do you study a lot?

Student: 3/6 I study many yes.
Sample 2 Years Later 12/31 Big Hello!
I was very enjoying with my host family and Monika and I went to Reinhard’s house for the party, she and I was very talking so much. I was calling to Monika. She still in touch with me too.

My house parent was feeling bad that my host mom Ann’s friend was died on 31-12 [Claudette still wrote her dates in the European fashion, day first and then month] and she had cancer. I had busy so much and I helped to other people.

I was very happy that my host mom Ann had birth boy and Ann’s baby is very cute. I will be going to Ann’s house this Saturday because I would like to see Ann’s baby.

I really was very happy that I got a letter from my boyfriend on Tuesday, I saw boyfriend’s photo is very cute and he is very fine.

I can’t wait to letter from my family and I hope they will write to me.

We went to Uncle’s house for the party 25-12. I was enjoying with Uncle’s house.
I want to ask you that how is your Christmas? I hope you had enjoy for Christmas.
I really was enjoying read book “Harriet Tubman” and I have other a book from home, I always to read French and English that I was writing to my good friend by French.
Bye bye
P.S. H.N.P.—happy new year
Books Read in American Sign Language Vocabulary Instruction Through Books Read in American Sign Language for English-Language Learners With Hearing Loss

Joanna E. Cannon
Laura D. Fredrick
Susan R. Easterbrooks
2010 “to determine whether students with hearing loss, when viewing a multimedia expository math story, learn to recognize math vocabulary better (a) in the presence of a skilled signed model only or (b) with direct instruction of the vocabulary, followed by the signed model.” Purpose 4 ELLs chosen from a 5th grade classroom at the local school for the Deaf
Between 10 -12 years old
All had severe-profound losses
Had immigrated to the U.S. within the past 5 years
SES not requested, but these students typically come from high poverty backgrounds, and all received free lunch at school
Reading assessed using the Basic Reading Inventory, and all were found to be reading below the kindergarten level Particpants Procedures All students showed an improvement in knowledge about the target vocabulary words after Phase C of the intervention Results Target vocabulary words signed correctly did not increase until the students were pre-taught the words and viewed the DVD (not from viewing the DVD only)

All participants eager to learn, none exhibited fatigue or boredom from watching the same DVD 6 times

Teachers said they would like to use this method in class because of the ease of implementation and the little time that it required. The amount of time could be reduced further by eliminating the DVD only phase.

This study measured the students’ ability to sign the target vocabulary words. Since comprehension was not measured, we do not know if the intervention increased comprehension of the target vocabulary words. Discussion A Welcome Without Words:
Communicating With New ESL Students Use Gestures Some gestures have the same meaning across cultures

Eye gaze
Thumbs up/thumbs down
Nodding/shaking head
Facial expressions Note: Not all gestures are appropriate in all cultures, so researching gestures in different cultures may be helpful
Welcome the child and introduce him/her to the class.
Introduce the child to the other deaf students
Ask the child to show where he/she is from by pointing on a globe/map
Be aware of cultural differences First Day Observe the child (to ensure comprehension)
Use complete language (English and signed; they will not understand at first, but the more exposure they have the more they will pick up on) For all ELL students Thank you!
Any questions? Math vocabulary words that the students did not know were chosen by a teacher of the deaf
ABC Design
Baseline collected over 3 sessions.
Intervention occurred over a 20 minute session
A: Baseline
B: Students showed the DVD only
C: Pre-teaching of vocabulary words and shown the DVD
Preteaching: Only took a few minutes, involved showing the participants the sign, giving a definition with both an example and a nonexample, and directing their attention to where the words appeared in the text.
Intervention lasted for 6 weeks, from baseline collection through final intervention "Mirroring this general diversity (and thus multilingualism), the statistics within the Deaf community in the United States indicate that 49.3% of deaf children are of diverse origin"

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