Research at
Gallaudet University
2005 - 2006
Approaches in Bilingual Education Using American Sign Language and Cued English
| Status: Completed | Begin date: November, 2005 | End date: May, 2006 |
Description
In this ethnographic study, a Deaf and Hard-of-Hearing program which utilizes both ASL and cued English, was observed. Very few researchers have examined how bilingual education utilizing ASL and cued English can be shaped. This study documented typical school days as well as communicative practices between students and teachers at a school that uses both cued English and ASL for instruction. In addition, visits in the homes of some students were also done to observe and compare the communicative practices that took place in the home environment versus the school environment. The ethnographic study revealed that teachers and parents work collaboratively to elevate both English and ASL in a way that is appropriate for the student. The program emphasizes elevating the students' knowledge in English, as well as providing fluent language models in ASL for Deaf and Hard-of-Hearing students. Findings showed that students and teachers can easily code-switch from ASL to cued English. However, the varying degrees of home languages, residual hearing, and assistive devices used among students reflect challenging situations in the classroom. It is the belief of the program that children must have visual access to good language models whether in the form of English through cued speech, or American Sign Language. The study concluded that future research is needed in the area of bilingual education using ASL and cued English to determine best practices and methods.
Investigators
- Dukes, Beth, ASL and Deaf Studies