English as a Second Language
A bilingual approach which includes the development of both ASL and English. ASL is a natural, visual/manual language totally accessible to children who are deaf, that has its own grammar and linguistic principles.
The acquisition of English is addressed through the use of teaching strategies for English as a Second Language.
PRIMARY GOALS
To acquire an age-appropriate internal language as a basis for learning a second language and opportunities for academic achievement.
To develop a positive self-image and cultural identity providing access to the Deaf community.
To provide a basis for learning written and, when possible, spoken English ?as a second language.
LANGUAGE DEVELOPMENT (receptive)
The child develops early language concepts as well as higher order cognitive skills by utilizing the visual nature of ASL.
EXPRESSIVE LANGUAGE
ASL fluency and written English.
Ability to code switch from ASL to English (signed, spoken or written ?as needed).
HEARING
Encourages individual decision about amplification.
Amplification may provide access to spoken language and allow the child more opportunity to become bilingual.
FAMILY/PRIMARY CAREGIVER RESPONSIBILTIES & GUIDANCE
Parents are committed to learning and using ASL consistently.
Families emphasize literacy in the home.
Families provide opportunities for interaction with the Deaf community to help ensure a future independent and fulfilled Deaf citizen.
ASL is learned through classes, media, websites, and interaction with members of the Deaf community.
more info | related links
The American Society for Deaf Children
The National Association for the Deaf
The National Institute on Deafness and Other Communication Disorders
Click here for a complete
Communication Options Chart
QuickView :: American Sign Language
Three-year-old, Ryan, was identified at birth and diagnosed with a profound hearing loss soon after. His parents were both born with profound hearing loss as well. Here, Ryan’s father uses American Sign Language to expand Ryan’s language base while discussing a recent family vacation.
Dad: Do you remember when we went fishing? You and I went fishing. You went fishing with Dad. Tell me what you remember about it.
Ryan: Well, let’s see… I threw out the line. We had a hook and it was really hard to put it [worm] on.
Dad: Did you get a worm? You were good at picking out a worm. Do you remember and you were brave! You remember that? You picked out the worm and then what did you do?
Ryan: I threw out my line.
Dad: And then you held your line and then what? You waited for the… for the fish, right? And then when you caught a fish did you reel it in? Remember? Remember all that? And you saw that fish jump out of the water?
Ryan: Yes!.. and clipped it off the line. Oh, it was wet and … [it was all wet!]
