| Title: |
'To sign or to speak? Exploring diverse pedagogies of language in Education' |
| Track: |
3 - Language Acquisition and Development
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| Keyword(s): |
Language Choices, |
| Learning Objectives: |
- Identify language choices for the deaf child
- Discuss implications of language acquisition for the deaf child
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Abstract: |
Parents, stakeholders, and teachers often face the question for the deaf child: is sign language or spoken language the best effective language for the child? The question of language choices for early intervention immediately become very important yet complex. Schools provide deaf children with a unique opportunity to obtain a valuable education; however, the challenges in defining appropriate academic, linguistic, and cultural pedagogy for deaf children in deaf schools are contested by divergent ideologies of spoken English and sign language – something that has continued for more than 250 years. This presentation outlines different language intervention choices and reveals the different ways that schools play powerful and exacting roles in the creation and maintenance of language for deaf children. Some of the data will be drawn from the presenter's book/research on various schools; both aural/oral-based and sign-based schools. For effective intervention and placement of language for the deaf child, there is a need for parents and stakeholders to be educated on larger issues of deafness within different types of deaf education to uncover emergent ideologies, identity formations, language, culture, and everyday social constructions. Identifying positive choices for the deaf child involve larger critical justice issues related to deafness through critical, yet collaborative inquiry that have important implications influencing the types of knowledge and identities produced for the deaf child. |
| Presentation: |
This presentation has not yet been uploaded or the speaker has opted not to make the presentation available online.
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| Handouts: |
Handout is not Available
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