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Application of teaching strategies in a Foundation Phase classroom in a school for the Deaf'

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Clip 6 speaking and signing to a child with a cochlear implant ... Teacher talking to another cochlear implant child who has just come to the ... – PowerPoint PPT presentation

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Title: Application of teaching strategies in a Foundation Phase classroom in a school for the Deaf'


1
Application of teaching strategies in a
Foundation Phase classroom in a school for the
Deaf.
  • by
  • Ujala Maikoo and
  • Dr Claudine Storbeck

2
Bilingualism
  • What is bilingualism?
  • Functional bilingualism regular use of two
    languages (Grosjean, 1982)
  • Question of Proficiency
  • Definition adopted a continuum that includes
    people who may vary considerably in their
    linguistic knowledge, fluency, and age at which
    they acquired each language (Parasnis, 19984)

3
Linguistic Interdependence Theory
  • Cummins theory (1978)
  • Contends that primary language must be developed
    fully before one can develop second language
  • Differentiated between Basic Interpersonal
    Communication Skills (BICS) and Cognitive
    Academic Language Proficiency (CALP)
  • Need to have achieved level of CALP in primary
    language in order to academically learn in second
    language.

4
Communication options available
  • Manualism
  • Makes use of sign language as medium of
    instruction
  • Seen as promoting Deaf Culture and allows access
    into Deaf Community
  • Oralism
  • Promotes oral language development lip reading
    and spoken language

5
Total Communication
  • - Philosophy developed utilising sign language,
    gestures, spoken English, fingerspelling,
    lip-reading, and reading and writing to meet
    specific needs of child
  • Misunderstood by teachers to be simultaneous
    communication

6
Sign Bilingualism
  • Philosophy based on sign language as primary
    language and English as second language.
  • Grosjean (2001) states that a deaf child has a
    right to grow up bilingual.
  • Petitto (1994) contends that children acquire
    signed and spoken languages in the same way and
    at the same rate.
  • Therefore SASL as primary language can be
    developed to CALP and thereby develop English as
    a
  • second language

7
Storbecks model for bilingual education for the
deaf in South Africa
  • Takes into consideration the whole child
  • Sign language as primary language and medium of
    instruction at school to build cognitive skills
  • English seen as second language for academic
    skills development
  • Promotes the idea of two equal languages and two
    equal cultures working together

8
Effective teaching
  • Rothstein (1990) states that
  • Effective teachers are those who design lessons,
    utilize appropriate teaching strategies, and
    implement management techniques to optimize
    learning for all students (in Mwamwenda, 1995)

9
What makes an effective teacher
  • The ability to catch and keep hold of the childs
    attention.
  • The ability to keep her learners focused.
  • Ability to recognise when she is losing attention
    from the class.
  • Flexibility.
  • Fluidity.
  • (Mwamwenda, 1995)

10
Conclusion
  • many modes of communication but all with inherent
    difficulties with regards to education
  • Need to look at the individual needs of each
    child and work toward planning lessons to meet
    the needs of each child

11
Methodology Report
  • Research design was qualitative in nature
  • Qualitative research is involved with describing
    situations (Kumar, 1996)
  • A cross-sectional case study over a period of 3
    months through a process of observation by means
    of a video camera in a Grade R classroom in a
    school for the deaf in Johannesburg was utilised.

12
Case study
  • Teacher profile
  • White, hearing female in mid- 30s
  • Has a Bachelor of Primary Education
  • Currently HOD of FP
  • Been in education for 13 years
  • Of the 13 years, 12 were in deaf education
  • The class
  • Multi-racial, and multi-lingual
  • Profoundly deaf3
  • 2 have cochlear implants
  • Severe/Profound 4
  • Severely deaf 2
  • Age range 6-9 years

13
Data Collected
  • The name of the school and the teacher
    confidential. However, written permission from
    the teacher to use the clips for the purposes of
    this presentation was granted.
  • During the three months data was collected from 7
    lessons which approximated 3 ½ hours.
  • 9 clips were selected to illustrate the teaching
    strategies observed and which highlighted the
    core aim of the study.

14
Clip 1 sign and word
  • the teacher revises the words they have written
    down. She has them written on her board leaf,
    caterpillar, apple, red, Monday. She points to
    each word and signs it.
  • Again teacher uses written words and matching
    signs

15
Clip 2 picture, sign and voice
  • the teacher has the book open to a butterfly.
    They are discussing the colours on the butterfly.
    She points to a part of the butterfly that has
    yellow and says yellow and signs at the same
    time.
  • This strategy enables the children to see what it
    is they are signing, and be able to create a
    picture in their mind for future use.

16
Clip 3 sign, word, and picture
  • Teacher draws a circle and writes down the word
    circle inside it. She then signs that this is
    a circle to the class.
  • Again utilising sign, picture and written word

17
Clip 4 written word, picture and fingerspelling
  • the teacher points to the shape (oval) drawn on
    the board with the word written next to it. She
    then proceeds to fingerspell oval to the class
  • Utilising visual language and showing link
    between pictorial representation, written word
    and fingerspelling

18
Clip 5 - fingerspelling a word after seeing the
object with mouthed prompts
  • the teacher fingerspells the words yellow with
    the children. She goes through slowly, one
    letter at a time y - e - l - l - o - and when
    they got to w most of them were stuck, so she
    proceeded to mouth the letter w to give them a
    clue.

19
Clip 6 speaking and signing to a child with a
cochlear implant
  • the teacher talks to the child with a cochlear
    implant, while signing for reinforcement

20
Clip 7 voice, sign, and written word
  • The teacher provides concrete experiences where
    they see the word written down on the board, the
    teacher says the word, and she signs it. The
    children are not only being exposed to the
    written word and sign pairing, but also how the
    word looks when it is being pronounced.

21
Clip 8 concrete object, sign, and voice
  • The fact that deaf learners learn visually
    (Hansen, 1990) would imply that they need to see
    the objects that they are learning the sign for

22
Clip 9 voice, sign, written word, and picture
  • Teacher talking to another cochlear implant child
    who has just come to the school with no prior
    sign language.
  • She tries to create a link between sign and
    English

23
Many different strategies were implemented in the
classroom. These included
  • sign only
  • sign and a matching picture
  • sign and the corresponding spoken word
  • sign and the corresponding written word
  • written word coupled with fingerspelling of that
  • word

24
continued
  • fingerspelling a word after seeing the object
    with mouthed prompts
  • corresponding sign, written word and spoken word
    interactions
  • corresponding sign, written word, spoken word and
    pictorial representation interactions.

25
Language-Needs Continuum
  • Children who are Children who are
  • profoundly deaf hard of hearing
  • and who would and who would
  • not benefit from benefit from
  • voice voice
  • Main language used Main language used
  • Sign Language Spoken English
  • SIGN BILINGUALISM
  • Minority language used Minority
    language used
  • Spoken language Sign Language

26
Explanation of Language-Needs Continuum
  • Teacher needs to be able to move along the
    continuum to develop teaching strategies that
    will best suit each individual child
  • Teacher needs to be fluid and be able to
    fluctuate from one end to the other, as well as
    utilising the spaces in between

27
Application of teaching strategies
  • Not cast in stone.
  • Draw on resources available to you in class.
  • Know your learners educational needs.
  • Need to be able to adapt to suit specific needs
    of each unique learner in your class.

28
Where to from here?
  • Deaf pedagogy
  • What is it?
  • Does it exist?
  • Part of a group of masters students exploring
    deaf pedagogy.

29
continued
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