Reading and Writing English

Variables to Consider for EFL Deaf College Students

Kathleen Eilers crandall, Ph.D.

Charles University, Prague

Fall Seminar: Teaching English

November 2-4, 2000

The Problem

Auditory-based languages Absent or greatly reduced primary signal Dependency on Written form

Elements of Written Language Learning and Deafness

Linguistic interdependence Primary language - sign language and sign

systems Secondary language - written foreign

language

Linguistic Interdependence

Will deaf students with a strong base in a native sign language be able to use this to support the learning of reading and writing?

Will cognitive and academic literacy transfer from a sign language to a written language?

Linguistic Progression

Receiving spoken or signed messages Expressing spoken or signed messages Reading messages Writing messages

How interdependent are these skills?

Essential Elements

What are factors in successful language learning? Environment Teacher / Mentor Learner

What occurs when one or more of these elements is not present?

Environmental Variables

Perceivable input Comprehensible input Need Opportunity

Teacher / Mentor Variables

Respect for learner Knowledge of language Attentiveness and value Frequency of use Immediacy of feedback Variety and consistency

Learner Variables

Importance of language Self-esteem and value Motivation Ability and attentiveness Opportunity frequency Previous language experiences

Technology Opportunities

Traditional classroom Traditional plus

technology Guided use of technology Independent use of

technology

Email Communication

Submit assignments Receive rapid input from teacher/mentor Keep in touch

Web Forms

Conduct joint student / teacher research Follow directions in reading and writing Receive rapid input

Interactive Communication

Message Boards and Chat Rooms Direct written language use Meaningful, relevant interactions High motivation

Web References

Immediacy of response Satisfaction of curiosity Promotion of independent learning

Additional Opportunities

Class notes

Online quizes

Self-Study

Review: Essential Elements

Perceivable input Comprehensible input Non-threatening environment Feelings of self worth Need to learn Opportunity for interaction

Summary

These elements can already be incorporated into our English language programs.

Technology makes some of these elements easier to implement

Technology makes written language more accessible to deaf and hard-of-hearing students.

PresenterPresenter

Kathleen Eilers crandall

NTID English Department

Rochester Institute of Technology

Rochester, NY 14623Phone: (716) 475-5111

Fax: (716) 475-6500

Email: kecncp@rit.edu

Web: http://www.rit.edu/~kecncp