Oral school

[Hear Again]

The ability to express oneself and to understand spoken language is applied to the written form of spoken language as well. English is an orally based language. (i.e. the written form evolved from the spoken form).

Therefore, written English is still an orally based language due to the linear syntax that is identical to the spoken form. Oracy is all inclusive of all forms of a spoken language. Literacy applies only to the written mode.

 

[faire_jour]

You are projecting your own insecurity on us. Some of us might not be a CI user. Some of us might not be a successful oral deaf person. Some of us might not have been born hearing and then slowly lost it after learning spoken language. However, we have friends that are like that. We saw how they went thru. We know them quite well, maybe even better than their parents. Yes, that does make us experts on your child. Way too many hearing people have turned deaf ears on our needs. You don't have any hearing loss and already you think you are the expert on deaf education.

I don't think you really mean it when you told us that you support BI-BI. Now you are talking about putting her in an oral school. Even your user title said "Gone For Good...celebrate" and yet you came back. If that is not insecurity, I don't know what it is.

I was speaking to this one person in particular in that post. And no, each person is an expert on THEIR individual experience, not on ALL deaf people.

 

[faire_jour]

The ability to express oneself and to understand spoken language is applied to the written form of spoken language as well. English is an orally based language. (i.e. the written form evolved from the spoken form).

Therefore, written English is still an orally based language due to the linear syntax that is identical to the spoken form. Oracy is all inclusive of all forms of a spoken language. Literacy applies only to the written mode.

oracy definition | Dictionary.com

o⋅ra⋅cy   /ˈɔrəsi, ˈoʊr-/ Show Spelled Pronunciation [awr-uh-see, ohr-] Show IPA
–noun the ability to express oneself in and understand spoken language.

Origin:
1960–65; or(al) + (liter)acy
Dictionary.com Unabridged
Based on the Random House Dictionary, © Random House, Inc. 2009




literacy definition | Dictionary.com


Literacy   /ˈlɪtərəsi/ Show Spelled Pronunciation [lit-er-uh-see] Show IPA
–noun 1. the quality or state of being literate, esp. the ability to read and write.
2. possession of education: to question someone's literacy.
3. a person's knowledge of a particular subject or field: to acquire computer literacy.

Origin:
1880–85; liter(ate) + -acy


Synonyms:
2. learning, culture.


Dictionary.com Unabridged
Based on the Random House Dictionary, © Random House, Inc. 2009.
Cite This Source
lit·er·a·cy (lĭt'ər-ə-sē) Pronunciation Key
n.
The condition or quality of being literate, especially the ability to read and write. See Usage Note at literate.
The condition or quality of being knowledgeable in a particular subject or field: cultural literacy; biblical literacy.


The American Heritage® Dictionary of the English Language, Fourth Edition
Copyright © 2006 by Houghton Mifflin Company.
Published by Houghton Mifflin Company. All rights reserved.
Cite This Source
Literacy

Lit"er*a*cy\, n. State of being literate.
Webster's Revised Unabridged Dictionary, © 1996, 1998 MICRA, Inc.
Cite This Source
literacy

 

[shel90]

Students whose backgrounds included multiple facilitating factors were competitive
with and, in some cases, surpassed standards for progress by hearing monolingual students.

By taking a fundamentally different approach to the literacy dilemma, current research has focused on improving inadequate methods by capitalizing on each child’s full linguistic
repertoire (Nover, Christensen, & Cheng, 1998). This alternative paradigm considers linguistic, cultural, and educational implications more than the actual sensory disability (Charrow, 1981; Nover & Moll, 1997; Padden & Humphries, 1988). Supporters of this model have promoted
American Sign Language (ASL)/English bilingual education to support the academic success of deaf and hard of hearing children (LaSasso & Lollis, 2003; Nover et al., 2002; Strong, 1995). Dual language methodology is not new. Indeed, the concept of using dual languages in deaf education has been available since the early 19th century (Kannapell, 1974). However, the dual language approach was discontinued during the push for oralism after the Milan Conference of 1880 and decisions by the Conference of Educational Administrators of Schools and Program for the Deaf in the mid-1920s (Nover, 2000). A reemergence, evident in the last two decades (Johnson et al., 1989; LaSasso & Lollis, 2003; Strong, 1995), has created a change in teacher training options, as programs in France (Bouvet, 1990), Denmark (Hansen, 1994), the United States (Padden & Ramsey, 1998), and England (Knight & Swanwick, 2002) have begun to see promising results. As training options have become more available, the forward momentum continues.

However, ASL/English bilingual education has a fundamental emphasis on oral skill development: oracy (listening, speaking, and speechreading) as a key component within the bilingual framework, along with signacy (receptive and expressive ASL, fingerspelling/ finger reading) and literacy (reading, writing, and typing) (Nover, 2005; Nover et al., 1998). Contrary to common misconception, the approach does not ignore oracy; rather, it supports instructional delivery that separates languages, thereby preserving the complete linguistic code of any language used in the classroom.

DeLana, M., Gentry, M.A., &Andrews, J. (2007). The efficacy of ASL/English bilingual education. American Annals of the Deaf. 152(1). pp73-87.

So, those who make claims that BiBi ignores oracy, are totally wrong.

 

[Buffalo]

I was speaking to this one person in particular in that post. And no, each person is an expert on THEIR individual experience, not on ALL deaf people.

I don't agree with you. You were criticizing Bott and told her, a deaf woman, that she doesn't know anything about deaf education. We deaf people know the deaf education firsthand. We have been telling those people in deaf education on what went wrong and that ASL should be part of the deaf children's education and life. Bott was looking out for Miss Kat and so am I. I also am pointing out that you don't always do what you said. You told us that you are for ASL for Miss Kat and now you are talking about putting her in an oral school. I know what oralism stood for and they have been the same for over 100 years.

 

[shel90]

Check post #255 again, and to read it carefully this time..it is all there

 

[shel90]

Cheri and FJ,

It would be wise to access and read the entire study before making any assumptions about what was done or not done, or what was known or not known about the participants.

 

[faire_jour]

Students whose backgrounds included multiple facilitating factors were competitive
with and, in some cases, surpassed standards for progress by hearing monolingual students.

By taking a fundamentally different approach to the literacy dilemma, current research has focused on improving inadequate methods by capitalizing on each child’s full linguistic
repertoire (Nover, Christensen, & Cheng, 1998). This alternative paradigm considers linguistic, cultural, and educational implications more than the actual sensory disability (Charrow, 1981; Nover & Moll, 1997; Padden & Humphries, 1988). Supporters of this model have promoted
American Sign Language (ASL)/English bilingual education to support the academic success of deaf and hard of hearing children (LaSasso & Lollis, 2003; Nover et al., 2002; Strong, 1995). Dual language methodology is not new. Indeed, the concept of using dual languages in deaf education has been available since the early 19th century (Kannapell, 1974). However, the dual language approach was discontinued during the push for oralism after the Milan Conference of 1880 and decisions by the Conference of Educational Administrators of Schools and Program for the Deaf in the mid-1920s (Nover, 2000). A reemergence, evident in the last two decades (Johnson et al., 1989; LaSasso & Lollis, 2003; Strong, 1995), has created a change in teacher training options, as programs in France (Bouvet, 1990), Denmark (Hansen, 1994), the United States (Padden & Ramsey, 1998), and England (Knight & Swanwick, 2002) have begun to see promising results. As training options have become more available, the forward momentum continues.

However, ASL/English bilingual education has a fundamental emphasis on oral skill development: oracy (listening, speaking, and speechreading) as a key component within the bilingual framework, along with signacy (receptive and expressive ASL, fingerspelling/ finger reading) and literacy (reading, writing, and typing) (Nover, 2005; Nover et al., 1998). Contrary to common misconception, the approach does not ignore oracy; rather, it supports instructional delivery that separates languages, thereby preserving the complete linguistic code of any language used in the classroom.

DeLana, M., Gentry, M.A., &Andrews, J. (2007). The efficacy of ASL/English bilingual education. American Annals of the Deaf. 152(1). pp73-87.

So, those who make claims that BiBi ignores oracy, are totally wrong.

I never said that BI-bi schools ignore it. I said that the school my daughter goes to does not emphasis it on the same level as literacy or (their term) "signacy"

 

[faire_jour]

And I am talking about post #257 not 255

 

[shel90]

I never said that BI-bi schools ignore it. I said that the school my daughter goes to does not emphasis it on the same level as literacy or (their term) "signacy"

This was in reference to anyone who has the belief that BiBi programs do not put much value on speech. It has been brought up by other members way before u joined. I was making a general statement, not referring just you, fJ.

 

[faire_jour]

I don't agree with you. You were criticizing Bott and told her, a deaf woman, that she doesn't know anything about deaf education. We deaf people know the deaf education firsthand. We have been telling those people in deaf education on what went wrong and that ASL should be part of the deaf children's education and life. Bott was looking out for Miss Kat and so am I. I also am pointing out that you don't always do what you said. You told us that you are for ASL for Miss Kat and now you are talking about putting her in an oral school. I know what oralism stood for and they have been the same for over 100 years.

Actually, I said that she knows nothing about MY CHILD, not Deaf ed.

I have considered putting her in an oral program, if the appropriate supports were availible for her, but it doesn't look like that will happen, so we are actually leaning towards leaving her where she is, or moving across the country to an appropriate program.

And why don't people here know this? Because it really isn't anyones buisness and no one her knows my child and her daily life.

 

[faire_jour]

This was in reference to anyone who has the belief that BiBi programs do not put much value on speech. It has been brought up by other members way before u joined. I was making a general statement, not referring just you, fJ.

Ok, thank you.

 

[shel90]

Actually, I said that she knows nothing about MY CHILD, not Deaf ed.

I have considered putting her in an oral program, if the appropriate supports were availible for her, but it doesn't look like that will happen, so we are actually leaning towards leaving her where she is, or moving across the country to an appropriate program.

And why don't people here know this? Because it really isn't anyones buisness and no one her knows my child and her daily life.

I thought u have a public blog about her and her daily life? Doesnt that make it public knowledge?

 

[faire_jour]

I thought u have a public blog about her and her daily life? Doesnt that make it public knowledge?

I share some yes, but reading a short tidbit or story about her does not make someone an expert.

 

[Hear Again]

o⋅ra⋅cy   /ˈɔrəsi, ˈoʊr-/ Show Spelled Pronunciation [awr-uh-see, ohr-] Show IPA
–noun the ability to express oneself in and understand spoken language.

A spoken language that includes writing and lipreading.

 

[Daredevel7]

Now I know more and more about oral schools.... they seem so different from going to a mainstream school. Going to a mainstream school requires one to be ALREADY competent in spoken English (meaning can hear well with CI, or lipread/speak well, etc) because you HAVE to be on par academically with the hearing students by spoken English only. (Perhaps they can use an interpreter but that's a very lonely situation if you use ASL primarily), but going to an oral school seems to me that they try to make you competent in spoken English communication FIRST then education? Doesn't quite make sense.

Do oral schools follow the public curriculum? What allows a school to let the kids be delayed?

 

[faire_jour]

Now I know more and more about oral schools.... they seem so different from going to a mainstream school. Going to a mainstream school requires one to be ALREADY competent in spoken English (meaning can hear well with CI, or lipread/speak well, etc) because you HAVE to be on par academically with the hearing students by spoken English only. (Perhaps they can use an interpreter but that's a very lonely situation if you use ASL primarily), but going to an oral school seems to me that they try to make you competent in spoken English communication FIRST then education? Doesn't quite make sense.

Do oral schools follow the public curriculum? What allows a school to let the kids be delayed?

I don't know about all oral school but I have experience with 2 here in Utah, one private, one public.

The kids in the public school seem to be behind, but that is because as soon as they reach grade level they are mainstreamed. They do not stay in the program if they are age appropriate, therefore all the kids in the program are delayed. Yes, they are teaching language before curriculum, because if you have no language, how are you going to learn anything??

The other school is private. They are very different. The kids are all doing very very well. The preschoolers have 50+ sight words and can write as well. Their language seems very age appropraite, though I am not a professional. An activity that I observed was matching animals by a shared characteristic. For example, both fish and lizards have scales, or both fish and birds eat worms. This was 4 year olds. That is pretty high level thinking and language, if you ask me! These kids were not delayed and were doing very well. It is a different system and not set up on the failure model.

 

[Hear Again]

The preschoolers have 50+ sight words and can write as well.

Thank you. You just proved my point about oracy also being a form of written expression.

 

[Cheri]

Cheri and FJ,

It would be wise to access and read the entire study before making any assumptions about what was done or not done, or what was known or not known about the participants.

What study and what assumptions? be clear on your post on what you are talking about by putting a post number, we are not mind readers.

 

[faire_jour]

The preschoolers have 50+ sight words and can write as well.

Thank you. You just proved my point about oracy also being a form of written expression.

They are in oral program that also teaches literacy. I have no idea what you think I proved by saying that a group of oral preschoolers can read and write a little.