Survey of Bi-Bi programs - Empirical Article

[jillio]

If u dont want to believe research, then the only alternative suggestion I have for u is to do a research of your own and test samples or work in the field of deaf ed.

This was in the Netherlands...the same studies have been conducted in Sweden, US, and many other countries and they all show similar findings. *shrug*

Exactly.

 

[shel90]

Problems with ASL as a last resort..

Frank Bowe (1991) in Approaching Equality reiterated that deaf children seem to reach a plateau at third grade reading comprehension levels. Furthermore, it is widely acknowledged that there has been a noticeable lack of improvement in raising this reading level and other achievement levels of deaf and hard of hearing students. Despite over 30 years of research into American Sign Language and its status as a language on par with other languages of the world, there is ongoing reluctance in the United States to capitalize on deaf children's bilingual, bicultural capacities in promoting literacy and achievement. While it is well-documented that achieving solid competence in a fully-accessible first language provides a basis for becoming literate in other languages (Collier, 1989; Cummins & Swain, 1986; Krashen, 1982; Mahshie, 1995; Svartholm, 1994), deaf children in the U.S. are regularly denied access to a language they can fully master during their preschool years, postponing a great deal of learning and development (Collier, 1989; Cummins, 1979; Newport & Supalla, 1987). It is not uncommon to find deaf high school students who, after years of failure with other methods, are finally given access to American Sign Language (ASL) late in life, and are struggling in high school with language levels in both English and ASL that would be comparable to those expected as normal for preschoolers.

Svartholm, K. (1994). Second language learning in the deaf. In I. Ahlgren & K. Hyltenstam (Eds.), Bilingualism in Deaf Education: Proceedings of the Internaional Conference on Bilingualism in Deaf Education, Stockholm, Sweden. International Studies on Sign Language and Communication of the Deaf. Vol. 27. Hamburg, Germany: Signum Press.

See the red...I see it happening here on AD as well.

 

[jillio]

ASL been invented first before spoken language So yeah they had signs back then. The debate of signed communication versus spoken language was during 1880 to 1990. Many of those children were mute before the 1880 and during the 1800-1990.

ASL preceeded spoken language? I don't think so. You might want to check the time line on that one.

 

[jillio]

They both are important not one over another. I've said that for the million of times already.

The fact is that you keep pushing speech out of the way, you kept saying ASL/Written English where does speech fits in?

If you will go back and read the research that Shel has quoted, you will find that the bi-bi approach includes speech.

 

[shel90]

If you will go back and read the research that Shel has quoted, you will find that the bi-bi approach includes speech.

already told her to check post #309. Nobody can accuse me of abolishing the development of speech skills..

 

[shel90]

Wow! In one night, I worked my butt off locating different research globally. Maybe I should go for that PhD as I have talked and pondered about.

 

[jillio]

She should have asked for clarification instead of attacking her when I don't see the word ALL in her post.

I didn't attack her. I said there was fallacy in her argument.

 

[shel90]

Switzerland will force families to give deaf children up for adoption if no signing

The Bilingual-Bicultural Deaf Education philosophy is a popular movement in the field. Since this is a relatively new movement, much research needs to be done to determine the most effective way to develop bi-bi programs for deaf students. There are also different interpretations of bilingual-bicultural deaf education, but the most common interpretation is the development of ASL as the primary language and English as a second language, particularly the reading-writing components. Both ASL and English are considered equal languages of importance. Therefore, there are ASL specialists who provide ASL therapy services much like speech therapists provide speech therapy services.

Note that Sweden offers strong family support services to parents by offering them free sign language classes and time off from work with pay to take these classes. If parents do not learn sign language or use it with their deaf children, the children may be taken away from the parents and be put up for adoption.Sweden also has an innovative bilingual bicultural text and video set called Adam's Bok which they use in the elementary grades. The text shows a deaf boy with hearing parents, deaf grandparents and a hearing sister. It also shows his home environment with captioned tv, ttys, flashing lights and family members signing.

Several reasons why the field is exploring this model are: 1) there is evidence that deaf children of deaf parents have higher achievement levels in English as compared to deaf children of hearing parents which is due to the fact that deaf children of deaf parents have an accessible visual language and can easily communicate within the family; 2) there is evidence that deaf students have not progressed with the simultaneous communication method (sign supported speech) and 3) we are moving away from the medical disability view to a (multi)cultural view of deaf education.

Easterbrooks, S. R. (2002). Language learning in children who are deaf and hard of hearing : Multiple pathways. Boston : Allyn and Bacon. (4th floor HV2430 .E27 2002).

 

[jillio]

As this black guy said in THE WIRED series... "cheap motherfucker...."

My question would be, why should I go out of my way to do a favor for anyone who does nothing but constantly attack my credibility? I make the information available to those that have politely requested such from me and have expressed appreciation for my efforts.

 

[jillio]

Then I accept responsibility if I didnt put "some" in some of my posts. It is all about accepting responsibility for our actions. Not a hard thing to do.

Anyways, I have always emphasized the majority by using "the majority" . So I would safetly assume that u or others knew automatically what I meant. I cant speak for Jillo so if not, then I will continue to remember to use "the majority" over and over in my future posts.

:roll: Repeat, repeat, repeat. Its absurd!

 

[shel90]

My question would be, why should I go out of my way to do a favor for anyone who does nothing but constantly attack my credibility? I make the information available to those that have politely requested such from me and have expressed appreciation for my efforts.

I wouldnt...one can only do so much for others.

Going to watch the debate...see ya later, alligators!

 

[jillio]

i've seen it with my own eyes, dear.

:p

 

[jillio]

You already explained? Missed that one.
Thanks for the clarification.
So, it depends on the University.
How about, for example, the University of Ohio...
A department connected to deaf studies would certainly have access.

My wife works at a University and when she needs an article, she does a simple search and it will come up, available to read. Same with journals and magazines. Anyone teaching at the university would be expected to be up to date with current research, so they will have to have it available..

Then let your wife do your research for you and stop asking me to.

 

[Daredevel7]

Wow! In one night, I worked my butt off locating different research globally. Maybe I should go for that PhD as I have talked and pondered about.

I tried to do that today! After work, I tried to find as many free articles I can about oral, ASL, Cued speech, and Im so tired. See what happens when you try to be a Jillio in one day!

By the way, the Oxford Journal of Deaf Studies have a lot of free articles.

 

[jillio]

Not to show disrespect, but... while I understand the socio-emotional issues you experienced while you were growing up, but don't you think deaf people who spent most of their social lives signing would experience those same socio-emotional issues once they finish school?

Perhaps they still do except they are older and more confident, so they are better equipped to deal with it?

No, because they have the advantage of being in an environment that facillitates the developmental issues they go through at specific ages. They develop the skills to deal with the issues that come later.

 

[jillio]

I'm not attacking individuals or blaming them. I'm blaming the techniques in teaching those children. I would like to see the old teaching methods thrown out and replaced with methods that are proven to work. It's the child that suffers in a system that is not working for them. I think that is unacceptable.

Exactly. The individual is a victim of an ineffective system.

 

[jillio]

I wouldnt...one can only do so much for others.

Going to watch the debate...see ya later, alligators!

I'm right behind you. Got several people from my cohort here to watch the debate. Be back later.

 

[shel90]

Interesting comments from people with their experiences with the oral only deaf ed...note that the postive comments about them are mostly from the parents or speech therapists but most of the negative comments are from deaf people themselves. The key word is "most" just like "majority"

Oral Deaf Education Experience

 

[shel90]

Limitations of TC programs

What Are the Limitations of a Total Communication Approach?

One limitation of TC is that, while the theory may be sound, it may not be put into practice accurately enough in some situations. Many students who are deaf are immersed in a form of simultaneous communication that does not match their level of linguistic (language) readiness or ability.

In the classroom, TC often becomes a simultaneous practice of combining manual components (signs and fingerspelling) with spoken components used in English word order. Although TC educational programs will differ on the selection of a manual system, all seem to combine signing with speech. The very nature of the two modes (spoken and visual) may cause signers/speakers to alter their messages to accommodate one or the other mode, causing a compromise between the two methods (Wilcox, 1989).

Although the idea of individualization is at the heart of TC, teachers are limited to how many different modes they can use at one time. It may be impossible for one teacher to meet all the communication needs that might be present in a single classroom of children who are deaf and hard of hearing. For example, do the students really see a good representation of either English or ASL when the teacher or parent uses them inconsistently, or are they seeing only poor examples of broken English or ASL? Researchers do not agree as to whether a manually coded English system leads to better reading and writing scores (Mayer & Lowenbraun, 1990).

Mayer, P. & Lowenbraun, S. (1990). Total communication use among elementary teachers of hearing-impaired children. American Annals of the Deaf, 135, 257-263.

Like I said, TC is probably better for one on one situations but not for class instruction due to the problems noted above. Pls note, that was in 1990 so it may be outdated..will need current research on TC .

 

[jillio]

Interesting comments from people with their experiences with the oral only deaf ed...note that the postive comments about them are mostly from the parents or speech therapists but most of the negative comments are from deaf people themselves. The key word is "most" just like "majority"

Oral Deaf Education Experience

Yes, that is why the research using proxy information is not as valid as information using the population themselves. The views are usually quite different.