17th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 18-20, 2018 • Denver, CO
3/20/2018 | 2:20 PM - 2:45 PM | Language Separation: A How-To Guide to Supporting Language Development | Mineral F/G
Language Separation: A How-To Guide to Supporting Language Development
Language development is of critical importance for children who are deaf or hard of hearing. In order for language to be acquired based on same-age norms, language input must be accessible, interactive and abundant (Simms, Scott, Kite, & Burns, 2016). Utilizing both the visual and auditory modalities, when applicable, the ideal situation for children to build on language skills is to become bilingual in ASL and English (Marschark, 2007). In order for this to occur, intentional planning through separation of times, people or activities, by language used, can support the language development of the young child who is deaf or hard of hearing. A language plan can identify fluency levels in both languages, establish language expectations in different locations, and address the goals identified by the team. This presentation will focus on the importance of language separation in developing proficiency in two languages and provide a practical approach to implementing a bilingual, bimodal approach in a home and/or intervention setting. Presenters will also discuss strategies for expanding practice with consideration for visual and auditory language modalities and share resources to support bilingual development of children and adults.
- List at least two benefits and two challenges of providing a balanced bilingual environment for a deaf and hard of hearing child.
- Explain at least three strategies that can be used to support language development in different modalities.
- Describe and begin developing a language plan for your home or practice.
Presentation:
This presentation has not yet been uploaded or the speaker has opted not to make the presentation available online.
Handouts:
15805_7947AmyBobich.pdf
Transcripts:
15805_7947EmilyWojahn.doc
Presenters/Authors
Emily Wojahn Small
(), Gallaudet University, emily.wojahn@gallaudet.edu;
Emily (Wojahn) Small, M.A, is a teacher of the deaf, with a focus on early intervention. She has experience teaching preschool and kindergarten in Hawaii and Colorado using a bilingual (ASL/English) approach and was a Colorado Regional Hearing Resource Coordinator (CO-HEAR) for the Colorado Home Intervention Program (CHIP). Emily recently became the EHDI program coordinator for DC. She has completed the Infants, Toddlers and Families (ITF) interdisciplinary certificate program at Gallaudet and is currently a second year PhD candidate there. Emily’s passions include helping families make informed decisions around communication with and education for their child and promoting a love of reading among all children.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Amy Bobich
(), Colorado School for the Deaf and the Blind, abobich@csdb.org;
Amy Bobich is an American Sign Language (ASL) teacher in the Family-Centered Early Education department at Colorado School for the Deaf and Blind (CSDB). She currently teaches ASL classes to deaf and hard of hearing students ranging from preschool to second grade. She also leads and teaches family ASL classes at CSDB for families interested in learning ASL to promote language development at school and at home. Amy received her Master of Sciences degree in Deaf Education from McDaniel College, and completed her teaching credential for deaf and hard of hearing students ranging from birth to age 21 at California State University, Northridge (CSUN). She has taught deaf and hard of hearing students from preschool to eighth grade and is very passionate about working with families and promoting language development.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.