Bilingual School CS & ASL

L

loml

New Member
Joined
May 17, 2005
Messages
1,645
Reaction score
0
The Intermediate School District 917 Program for Deaf and Hard of Hearing Learners, a regional bilingual program in the south/southeast metro area of Minneapolis/St. Paul, Minnesota, develops English phonemic awareness and literacy through language instruction and immersion in cued American English. Access to American Sign Language and cued American English is provided through exposure to each language in different activities or settings. The determination of the language(s) of instruction occurs through the process of developing the child’s Individualized Education Program or the Individualized Family Service Plan. A more in-depth description of our program’s development, framework, program practices, and bilingual considerations is articulated in our Language of Instruction document (1997), as well as in articles by Kyllo and Doenges (2001) and Crain and Kyllo (2003).

We believe that the use of cued American English in an immersion model: provides the most visually complete access to the language of English in conversation, develops phonemic awareness and decoding skills, and results in high literacy levels in learners who are deaf or hard of hearing. We likewise believe that immersion in American Sign Language to achieve proficiency in that language is critical to the development and social/emotional well-being of learners who are deaf or hard of hearing.



Cued American English is a visual and linguistically complete medium to convey the language of English. It incorporates the visually discrete features of Cued Speech designed by Dr. R. Orin Cornett in 1966, including handshape, hand placement, movement, and mouthshape, and combines them with prosodic information conveyed via visually discrete non-manual features, such as head-thrust and brow movement, to convey the linguistic features of American English (Fleetwood & Metzger, 1998a; 1998b). Cued American English provides learners with varying degrees of hearing full access to the phonemes of English in natural discourse through vision.
Click to expand...


Phonemic Awareness through Immersion in Cued American English--KidsWorld Deaf Net E-Doc--Gallaudet's Laurent Clerc National Deaf Education Center
 
jillio said:
Then why are they calling it Cued American English, and saying it expands on Dr. Cornett's system of CS?
Click to expand...

I cannot speak for them. Here is the contact info for you.

Program for Deaf and Hard of Hearing Students Gideon Pond Elementary 613 East 130th Street Burnsville, MN 55337 (952) 707-3090 V/TTY Contact: Kitri Larson Kyllo (952) 707-3091 V/TTY kitri.kyllo@isd917.k12.mn.us Center-based programs, preschool through high school, itinerant services, birth to age 21.Call for information on program sites.
Click to expand...
www.dhs.state.mn.us/main/groups/disabilities/documents/pub/DHS_id_018478.pdf -
 
The System remains the same.....

So, is this a diffrent system than CS? CAE?
Click to expand...

Then why are they calling it Cued American English, and saying it expands on Dr. Cornett's system of CS?
Click to expand...

You claim you understand Cued Speech. If you did you would not have asked these questions.

There is no need to contact them. The article clearly says that they have expanded and added features to Cr. Cornett's system of cued speech, which would make Cued American English a different system.
Click to expand...

I provided you with contact information so that you could ask your question to the Director of the program. I am sure that she would be happy to share the aspects of the bilingual program with you.
 
loml said:
You claim you understand Cued Speech. If you did you would not have asked these questions.



I provided you with contact information so that you could ask your question to the Director of the program. I am sure that she would be happy to share the aspects of the bilingual program with you.
Click to expand...

I know what a bilingual program is.

And the article does say that they have expanded on the system of Dr. Cornett, which would be CS. It is like the difference between SEE1 and SEE2. Differenct systems, because even with their similarities they are not identical.
 
The use of cueing with learners who are deaf and hard of hearing cannot be discussed without acknowledging the emotional and personal reactions its use causes. Admittedly, I was one who initially was very uncomfortable with the idea of using Cued Speech with children who are deaf or hard of hearing. Its existence was never mentioned during my pre-service teacher training program. The use of Cued Speech to convey the language of English was not part of my earlier experience working in residential deaf school settings and I did not encounter it during my work as a certified sign language interpreter. To me, the system initially looked odd and unnatural. Its existence was very much at odds with my perspective on what the educational and linguistic environments for deaf children should be.

At a later date, however, when we—my colleagues and I— were faced with the data that deaf children immersed in English via cueing were consistently achieving higher literacy levels in English than deaf children in other programs, we determined that we had to put our attitudes of bias, ridicule, and skepticism aside. If literacy in English was possible as a result of immersion via cued English, we concluded such bias and ridicule was inappropriate and self-serving. Changing the paradigm regarding the language of instruction in the District 917 program was an emotional and difficult task and it did not occur overnight. We concluded, however, that we could no longer participate in practices that resulted in deficient language-learning environments for learners who need visual access to English and that contribute to the legacy of underachievement of many bright and talented deaf and hard of hearing individuals.

There are many highly literate, highly educated, and successful adults who are deaf or hard of hearing and who acquired their English literacy skills without exposure to cued American English. The existence of such individuals is often used as an argument against considering the use of cueing. The critical question I believe the field must address, however, is: What linguistic educational environment will provide visual, linguistically complete, unambiguous access to the language of English for the majority of children who are deaf or hard of hearing on a consistent basis so that the barriers and struggles to acquire English skills are considerably minimized?

Language learning for children who are hearing, deaf, or hard of hearing should not be a struggle. Therefore, if there is a visual means available for deaf and hard of hearing learners to acquire English skills, as well as skills in American Sign Language, at an early age following an age-appropriate developmental sequence and through natural discourse, then it is incumbent on the field of deaf education to focus attention on and consider such a means in the immediate future
Click to expand...

http://www.dhs.state.mn.us/main/grou..._id_018478.pdf -
 
I know what a bilingual program is.
Click to expand...

and......???

And the article does say that they have expanded on the system of Dr. Cornett, which would be CS. It is like the difference between SEE1 and SEE2. Differenct systems, because even with their similarities they are not identical.
Click to expand...

No.....the system is the same....

Please post the sentences from the article that support your statement.
 
loml said:
and......???



No.....the system is the same....

Please post the sentences from the article that support your statement.
Click to expand...

The whole last paragraph. Most specifically, the words 'combines with'
 
Here are the last two paragraphs......

Where?

Choices in Deaf Education: Paradigm Paralysis or Paradigm Pliancy?

Practitioners in the field of deaf education have choices to make. The status of underachievement among the majority of learners who are deaf and hard of hearing in our country continues to exist. The negative impact on academic and vocational opportunities and performance for many learners as a result prevails. Against this backdrop, the field can choose to look at the growing body of research on the powerful tool of cued English and its success in providing English language proficiency, phonemic awareness, and literacy for learners who are deaf or hard of hearing.

I believe that there is a critical and immediate need to examine the linguistic educational environments in which deaf and hard of hearing learners are expected to acquire English language proficiency and literacy. In addition, there is a need to shift current paradigms to include strategies that make natural language acquisition of English possible at an early age in a developmentally appropriate sequence similar to hearing children. It is critical that educators in the field of deaf education not lose sight of the prerequisites for natural language learning and seek to address the development of phonemic awareness skills in the context of immersion in English via means that provide unambiguous linguistic access to the language.
Click to expand...
 
That was the last two paragraphs of the article I started the thread with.
 
The last paragraph in your original post states:

"It incorporates the visually discrete features of cued speech, designed by Dr. R. Cornett in 1966, including handshapes, movement, and mouth shape, and combines them with prosodic information via visually discrete non-manual features, such as head thrust and brow movement to convey the linguistic features of American English."
 
jillio said:
The last paragraph in your original post states:

"It incorporates the visually discrete features of cued speech, designed by Dr. R. Cornett in 1966, including handshapes, movement, and mouth shape, and combines them with prosodic information via visually discrete non-manual features, such as head thrust and brow movement to convey the linguistic features of American English."
Click to expand...


That does not change the system of Cued Speech.
 
How does this:

"It incorporates the visually discrete features of cued speech, designed by Dr. R. Cornett in 1966, including handshapes, movement, and mouth shape, and combines them with prosodic information via visually discrete non-manual features, such as head thrust and brow movement to convey the linguistic features of American English."
Click to expand...

become....

The article clearly says that they have expanded and added features to Cr. Cornett's system of cued speech, which would make Cued American English a different system.
Click to expand...
 
Back
Top