LANGUAGES WITHOUT LIMITS |
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This page is written and maintained by Hilary McColl, | ||||||||
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THE CHALLENGE | ||||||||||||||||||||
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An alternative 'solution' is to abandon the challenge, for for the deaf learner to be advised to concentrate on other subject areas. For some deaf learners who use British Sign Language (BSL), English can be regarded as their second language and they may be encouraged to concentrate on improving their skills in English rather than to struggle with yet another orally based language. Thus they are excluded from an important part of the curriculum and, arguably, from skills they need if they are to be able to participate fully in the modern world. Against seemingly impossible odds, some deaf and hearing impaired learners do succeed in achieving amazing results in their foreign language study. (Find a breakdown of recent examination results below.) How do they do it? And how can they be supported effectively? Very little research has been done into foreign language acquisition by deaf learners, but there is some evidence of effective practice which seems to suggest that the key to success lies in effective collaboration between foreign language specialists and the various support specialists on whom deaf learners rely for support in other subjects. THE LINGUISTIC CONTEXT For some deaf learners, especially those who are have been deaf since birth or soon after, any oral language, being unheard, is very difficult to acquire. Some become very proficient, but for others, acquiring competence in oral or written languages will remain problematical. For some of these, their native sign language (SL) may be their first route to communicative competence and can be considered their first language. For all, acquiring competence in written language will present further difficulties. For hearing children learning to read, knowledge of the oral form of a word together with an appreciation of the sounds it contains is a prerequisite for learning to read it. For deaf children learning to read is much more difficult. It has been said that for all deaf children, learning to speak, read and write the language of the hearing community around them is tantamount to learning a foreign language. With all these difficulties facing them, it is not surprising that their (hearing) parents, carers and teachers often suggest that struggling to learn yet another language may be a step too far. Deaf adults, however, are often resentful at having been denied opportunities available to their hearing peers, and some deaf learners become very competent linguists. Examples can be found on this page. Not every child will be successful, but it is impossible to predict at the outset. If they are denied the chance even to try, we – and they – will never know. BILINGUALISM It is worth bearing in mind that deaf children whose first language is a sign language, and whose second language is the oral language of their community, may experience bilingualism well before their hearing peers. Communication skills can take many forms and the pattern of language acquisition is likely to differ from one deaf learner to another. The resources assembled on this page reflect this diversity. THE RESOURCES What follows is an attempt to collect, collate and disseminate resources and accounts of good practice which may make success more achievable for deaf learners, their teachers, and those who support them both. Some downloads follow, then links to external websites which may be of interest. For ease of reference, external links are grouped as follows: Foreign language learning | ||||||||||||||||||||
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IT'S AN IDEA! "I recently taught a hearing pupil who was very adept at signing (her parents are profoundly deaf). Inspired by a talk by Steven Fawkes at a conference two years before, I had been learning some basic signing (along with the rest of the class); we connected some of what we learned to appropriate signs. The effect on the class - and on me - was very beneficial! I didn't do this in any profoundly scientific way; it was quite simply very interesting to see how quickly the pupils can learn vocabulary through signing: I just had to make a sign and at least 90% of the group could remember the vocabulary. There was a twofold benefit in that they were learning French with pleasure; they were also learning some basic signing as well as becoming aware of the needs of the profoundly deaf. The pupil in question gained some recognition for her skills as well!" | ||||||||||||||||||||
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DOWNLOADS Scottish Qualifications Authority
British Association of Teachers of the Deaf (BATOD)
Modern Languages in Special Schools and Mainstream Units in Scotland 2002 by Hilary McColl with Joanna McPake and Loy Picozzi. Extracts relating to provision of language learning opportunities for deaf pupils.
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WEBLINKS
FOREIGN LANGUAGE LEARNING [29.3.13] Deaf and Multilingual: a practical guide to teaching and supporting deaf learners in foreign language classes [6.10.10] SQA Subject Guidance: Introduction to Assessment Arrangements Count us in: Achieving success for deaf pupils Scottish Sensory Centre workshop MLG Publications (Miniflashcards language games) Mobility International USA Deaf and hearing students in the same language class (higher education) New Language Learning Linked To Early Language Experience Listening practice with vision and textual support Teaching English and foreign languages to blind and deaf students Deaf and Multilingual: a practical guide to teaching and supporting deaf learners in foreign language classes Computers that can lipread different languages...? Overcoming the odds to fulfil a dream [28.7.11] European Languages Portfolio for Deaf and Hearing Impaired People Foreign language learning and deaf children Listening skills and the hearing impaired child [4.10.12] Multilingualism, also for children with an auditive or communicative disability!
[Links last checked 7.6.11 unless otherwise indicated]
FUsing ICT effectively with deaf children MLG Publications (Miniflashcards language games) The Daily What
[Links last checked 7.6.11 unless otherwise indicated] International Perspectives on Interpreting Class Act Assessment arrangements Deaf parenting UK Signature (formerly CACDP) Continuing Professional Development British Association of Teachers of the Deaf The importance of language (any language) to mental health [4.4.12] Count us in: Achieving success for deaf learners [4.4.12] Deaf friendly teaching
dotSUB TED ideas worth spreading
[Links last checked 17.9.12 unless otherwise indicated] Learning and Teaching Scotland [25.1.13] Sign 2 Sing
Links relating to British Sign Language can now be found on the BSL page.
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