Codeswitching techniques: evidence-based instructional practices for the asl/english bilingual classroom.
THE AUTHORS present a perspective on emerging bilingual deaf students who are exposed to, learning, and developing two languages--American Sign Language (ASL) and English (spoken English, manually coded English, and English reading and writing). The authors suggest that though deaf children may lack...
| Publicado en: | American Annals of the Deaf Vol. 155; no. 4; pp. 407 - 425 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
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American Annals of the Deaf
Fall2010
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104980519&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104980519 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0002726X AOD jtl: American Annals of the Deaf issn: 0002726X maglogo: N pubinfo: dt: Fall2010 vid: 155 iid: 4 pid: 2466 pub: American Annals of the Deaf place: Washington, District of Columbia artinfo: ui: 104980519 57247719 10.1353/aad.2010.0036 NLM21305977 104980519 ppf: 407 ppct: 18 formats: fmt: @attributes: type: P tig: atl: Codeswitching techniques: evidence-based instructional practices for the asl/english bilingual classroom. aug: au: Andrews JF Rusher M affil: Professor of deaf studies/deaf education, Lamar University, Beaumont, TX sug: subj: Deaf Education Methods Human Language Development Multilingualism Repeated Measures Multivariate Analysis of Covariance English as a Second Language ab: THE AUTHORS present a perspective on emerging bilingual deaf students who are exposed to, learning, and developing two languages--American Sign Language (ASL) and English (spoken English, manually coded English, and English reading and writing). The authors suggest that though deaf children may lack proficiency or fluency in either language during early language-learning development, they still engage in code-switching activities, in which they go back and forth between signing and English to communicate. The authors then provide a second meaning of codeswitching--as a purpose-driven instructional technique in which the teacher strategically changes from ASL to English print for purposes of vocabulary and reading comprehension. The results of four studies are examined that suggest that certain codeswitching strategies support English vocabulary learning and reading comprehension. These instructional strategies are couched in a five-pronged approach to furthering the development of bilingual education for deaf students. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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