17th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 18-20, 2018 • Denver, CO
3/20/2018 | 3:45 PM - 4:10 PM | Strengthening Vocabulary Use through Dialogues | Agate A-C
Strengthening Vocabulary Use through Dialogues
When children access information directly through narrative explanation, it will benefit their whole world view, and develop their analytic skills. As Szurmak & Thuna (2013) explains, “a narrative creates the scope for embedding details while simultaneously serving as the vehicle for establishing the large-scale guiding structure” (p. 546). Many deaf and hard of hearing children, regardless of language modality, may struggle to understand the events surrounding them due to lack of accessible language. It is imperative for educators, parents, and other adults to develop their skills of narrating the events happening to and around them, and turn inner thoughts and procedures into external thoughts, outlining what we do in a systematic way, so children can understand procedural thoughts and strategies. Maslow once theorized that in order for children to reach the top two stages of developing positive self-esteem and self-actualization skills they would need to understand how the society around them behaves, and why they participate in such behavior. When children are presented with the complete facts, they are able to analyze the situation and make decisions based on their new found knowledge. This presentation will present on the importance of using narratives with deaf children, as well as strategies for educators and families to apply in their classrooms and daily lives.
- Participants will be able to discuss various vocabulary needed at different stages of development.
- Participants will be able to develop inquiry based strategies to scaffold their child's learning process.
- Participants will be able to categorize words by environment, and discuss how to use the environment to strengthen word knowledge.
Presentation:
15805_7784PatrickGraham.pdf
Handouts:
Handout is not Available
Transcripts:
15805_7784PatrickGraham.docx
Presenters/Authors
Patrick Graham
(), Western Oregon University, grahamp@wou.edu;
Patrick Graham is an Assistant Professor at Western Oregon University. His dissertation focused on how Deaf educators use culturally relevant pedagogical strategies to encourage deaf preschool children become embodied members of the Deaf community while attending schools. His main interests lie in comparative and international education, multicultural and multilingual programs for young children and teacher preparation programs. Patrick received his Bachelor’s Degree in Multidisciplinary Studies, with concentrations in History, Psychology, and Deaf Studies, as well as his Masters Degree in Deaf Education from Rochester Institute of Technology. He currently holds certification in K-12 Deaf Education. Patrick previously taught kindergarten at a large urban school for the Deaf, and is passionate about social justice in Deaf Education.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Christi Batamula
(), Gallaudet University, christi.batamula@gallaudet.edu;
Christi Batamula has been working at Gallaudet University since 2005, first as an early childhood educator at Kendall Demonstration Elementary School and then as an assistant professor in the Department of Education. She has earned a Bachelor's degree from Geneva College and a Master's degree in Deaf Education from Gallaudet University. And a Ph.D. from George Mason University with a specialization in International Education and a secondary, interdisciplinary focus on Early Childhood Education and Teacher Education. Her dissertation focused on family engagement among immigrant families with young deaf children. Her area of research interest is working with culturally and linguistically diverse Deaf young children and their families. She has presented her research and knowledge at various national and international conferences. She also has published based on her research and work teaching deaf and hard-of-hearing children and their families.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.