Thematische Bibliographien / Sign language – Study and teaching – Bilingual method

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Auswahl der wissenschaftlichen Literatur zum Thema „Sign language – Study and teaching – Bilingual method“

Autor: Grafiati

Veröffentlicht am 27. Juni 2021

Zuletzt aktualisiert am 1. Februar 2022

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Zeitschriftenartikel zum Thema "Sign language – Study and teaching – Bilingual method"

Valadão, Michelle Nave, und Carlos Antonio Jacinto. „Teaching and Learning Portuguese as a Second Language for Deaf Students: Reflections on Teaching Practices in An Inclusive Context“. European Journal of Social Sciences Education and Research 11, Nr. 2 (10.06.2017): 301. http://dx.doi.org/10.26417/ejser.v11i2.p301-307.

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In Brazil, according to the principles of bilingualism, the process of teaching written Portuguese to deaf people should be based on methodologies used to teach a second language (L2). Also, the teaching method should be developed from experiences with the Brazilian Sign Language (LIBRAS). On that account, the present study investigated the teaching-learning process of the written Portuguese experienced by a deaf student in an inclusive class. A qualitative, descriptive and exploratory research was conducted. As for collecting data, three methods were explored: participant observation, field diary and document analysis. The results indicated that in the aforementioned process, LIBRAS was not appreciated as a first language (L1). They also showed that no Portuguese language teaching methodology based on a L2 was used. Thus, we concluded that the methods used for teaching the written language in the inclusive situation did not meet the principals of bilingual education and did not embody all the linguistic and cultural singularities of the deaf student.

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Foisack, Elsa. „Deaf Children’s Concept Formation in Mathematics“. Journal of Cognitive Education and Psychology 4, Nr. 3 (Januar 2005): 375–76. http://dx.doi.org/10.1891/194589505787382685.

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The question of why deaf children have difficulties in learning mathematics is the basis of this study. The aim of the study is to illuminate deaf children’s concept formation in mathematics by describing how some deaf children express themselves and act on their way towards understanding two basic concepts: the concept of multiplication with whole numbers and the concept of length.Theories developed by Feuerstein are used in order to describe how deaf children develop concepts, and to investigate possibilities to help deaf children develop their cognitive potential in a more effective and adequate way. Concept maps illustrate steps and pathways taken by the pupils. The importance of language in concept formation, with focus on sign language is illuminated.The children in this study were pupils in a School for the Deaf, a bilingual school with the languages Swedish Sign Language and Swedish. Seven 11-year-old pupils, all the pupils in one group in grade 4, were studied. Video recordings were made of pupil-teacher interactions in problem solving situations in sign language only, with paper and pencil, with learning materials, and with real things.A large variability in the pupils’ ability to solve the problems was found depending on different factors identified by Feuerstein, e.g., self-confidence, looking for meaning, search of challenge, intention to finish the work, and use of known facts. No difference was found concerning the steps towards comprehension of the concepts for the deaf pupils in the study compared to those of hearing pupils. In accordance with earlier studies, it was found that the deaf pupils needed more time to learn mathematics than hearing pupils normally do. As a consequence, they may learn certain concepts at a later age, and the pathways towards comprehension may vary compared to those of hearing pupils. The structure of sign language and the lack of an established terminology in mathematics are also of importance.The bilingual situation for deaf pupils is a reason for developing methods of teaching mathematics to deaf pupils alternative to methods used today.

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León Corredor, Olga Lucía, und Dora Inés Calderón. „Bilingualism of Colombian Deaf Children in the Teaching-Learning of Mathematics in the First Year of Elementary School“. Colombian Applied Linguistics Journal 12, Nr. 2 (11.04.2011): 9. http://dx.doi.org/10.14483/22487085.80.

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This paper summarizes some results of the first ethnographic research study conducted in Colombia in three different elementary schools for deaf children in which bilingualism (sign-language and written-language) is starting to be emphasized. This study focuses on the teaching of mathematics in classrooms for deaf children using contexts proclaimed as bilingual. The participants in the study were first grade teachers. The analysis presented in this paper illustrates the struggles that teachers experience teaching arithmetic in such a context. The teaching of arithmetic using bilingualism requires three types of semiotic registers: sign-language and written-Spanish, and the Hindu-Arabic numeration system. The analysis indicates some puzzling teaching learning issues interweaving language and mathematics. These issues are of linguistic and communicative, social and cultural, and cognitive and pedagogical nature.

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Nurrachmad, Limpad. „CONTENT AND LANGUAGE INTEGRATED LEARNING WITHIN TENNIS BILINGUAL CLASS“. Jurnal Lingua Idea 10, Nr. 1 (26.06.2019): 29. http://dx.doi.org/10.20884/1.jli.2019.10.1.1417.

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The internationalization of institutions proclaimed by Universitas Negeri Semarang has led to the emergence of bilingual class program in every study program. The challenge faced when there are bilingual classes is the ability of lecturers in several majors to provide courses in both English and Bahasa. This study aims at answering the challenges currently faced by UNNES when providing a bilingual class. Then, it is to illustrate and describe the implementation of Content and Language Integrated Learning (CLIL) on the tennis class at the Faculty of Sport Science. The result show that combination of CLIL and SFL was chosen because CLIL teaching method has two simultaneous focuses on content and language while SFL is a teaching method emphasizing the deconstruction of academic genres texts as well as explicit teaching on text features. It is expexted that the combination of the two can produce teaching methods that emphasize course material and mastery of English as a medium of instruction in a balance and easier to understand due to the explicit deconstruction of academic texts.

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Mohamed, Omnia Ibrahim, und Zita Lobo. „A Comparative Study between Monolingual and Bilingual Teaching Methodologies of English in a Health Sciences University in the United Arab Emirates“. English Language Teaching 13, Nr. 1 (11.12.2019): 73. http://dx.doi.org/10.5539/elt.v13n1p73.

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This study examines the monolingual and the bilingual methods of teaching English to investigate which method is more effective and best achieves the learning outcomes of a language course. It also examines which method is preferred by the English language learners and gives better performance results. The study was conducted in RAK Medical and Health Sciences University located in The United Arab Emirates. The participants were Arab students who were divided into two groups. Each group was exposed to a different teaching method but the curriculum was the same. Then a questionnaire was distributed to determine the method that was preferred by the students as well as the method which resulted in a better performance. The results of the survey and the students’ performance results showed that the bilingual method proves to be a more successful and convenient method in English classes than the monolingual method.

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Holmström, Ingela, und Krister Schönström. „Deaf lecturers’ translanguaging in a higher education setting. A multimodal multilingual perspective“. Applied Linguistics Review 9, Nr. 1 (26.03.2018): 90–111. http://dx.doi.org/10.1515/applirev-2017-0078.

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AbstractIn a few universities around the world courses are offered where the primary language of instruction is a national sign language. Many of these courses are given by bilingual/multilingual deaf lecturers, skilled in both national sign language(s) and spoken/written language(s). Research on such deaf-led practices in higher education are lacking, and this study will contribute to a greater understanding of these practices. Drawing on ethnographically created data from a higher education setting in Sweden, this case study examines the use of different languages and modalities by three deaf lecturers when teaching deaf and hearing (signing) students in theoretic subjects. The analysis is based on video-recordings of the deaf lecturers during classroom activities at a basic university level in which Swedish Sign Language (SSL) is used as the primary language. The results illustrate how these deaf lecturers creatively use diverse semiotic resources in several modes when teaching deaf and hearing (signing) students, which creates practices of translanguaging. This is illustrated by classroom activities in which the deaf lecturers use different language and modal varieties, including sign languages SSL and ASL as well as Swedish, and English, along with PowerPoint and whiteboard notes. The characteristics of these multimodal-multilingual resources and the usage of them will be closely presented in this article.

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Fierro, Veronica, und Holly L. Storkel. „Interactive Book Reading to Accelerate Word Learning in Bilingual Children With Developmental Language Disorder: A Preliminary Intervention Approach“. Perspectives of the ASHA Special Interest Groups 2, Nr. 1 (Januar 2017): 194–202. http://dx.doi.org/10.1044/persp2.sig1.194.

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This article will describe a bilingual preliminary treatment method currently being utilized in a clinical research study to teach vocabulary to bilingual (Spanish/English) preschool aged (four to six years old) children with developmental language disorder (DLD). The objective of this treatment method is to advance English vocabulary while supporting the native language abilities of English learners (ELs). In this bilingual treatment method, Spanish and English are used within the session, which includes the reading of books in English and Spanish and the teaching of vocabulary in English and Spanish.

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Alenezi, Abduhameed Muhatlis. „Task-based Approach in Teaching Translation: A Case Study in Jouf University“. Higher Education Studies 10, Nr. 2 (08.05.2020): 189. http://dx.doi.org/10.5539/hes.v10n2p189.

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Task-based approach is commonly used in second language teaching and it has been adopted in translation teaching too. However, driven by the lack of studies on task-based approach in translation especially in the very early stages of teaching translation, Saudi universities are no exception, this study focuses on the significance of implementing this approach in teaching the first practical translation course in a translation academic programme. It mainly examines the development of translation competence through task-based approach. A case study at English language department in Jouf University has been carried out where 39 students were taught using this method in their first practical translation course. Li’s (2013) customized model, namely task-based teaching in translation, is adopted here and the tasks were specifically selected to develop students’ translation competence in general and their bilingual competence in particular. The results drawn from this study found tangible development of students’ translation competence as well as bilingual competence.

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Mardiana, Diand. „The Development and Application of Bilingual Engineering in an Education Institution (A Case Study in RMB)“. Scope : Journal of English Language Teaching 5, Nr. 1 (15.11.2020): 20. http://dx.doi.org/10.30998/scope.v5i1.6577.

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<p align="center">Teaching Speaking effectively is one of problems in the field of language teaching. Many teachers and schools are frustated in activating students’ speaking ability. We need a research to find an appropriate teaching method and teaching strategy to handle the problem. This qualitative research was applied by using <em>system perspective. </em>Theoretically, system perspective is a study of system by questioning: how and why a system entirely works as it should be. The researcher will come into the system, observing how the bilingual engineering is applied. The object of the research will be focused on observing the forms of bilingual engineering and all parties’ opinion related to applying bilingual program. The researcher also did literature study as a comparative study especially related to bilingual theory. The result of the research shows that the program is success. It is shown by the good satisfaction level. Satisfaction will be able to improve school’s academic achievement. Finally, the researcher believes that the application of the bilingual program has a significant implication to the school’s overall achievement. </p>

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Abbas, Ali, und Summaira Sarfraz. „Developing a Prototype to Translate Text and Speech to Pakistan Sign Language With Bilingual Subtitles: A Framework“. Journal of Educational Technology Systems 47, Nr. 2 (03.09.2018): 248–66. http://dx.doi.org/10.1177/0047239518794168.

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The purpose of the study is to provide a literature review of the work done on sign language (SL) around the world and in Pakistan and to develop a translation tool of speech and text to Pakistan Sign Language (PSL) with bilingual subtitles. Information and communication technology and tools development for teaching and learning purposes improve the learning process and facilitate both teachers and students. In Pakistan, unimpaired people face a lot of problems to communicate with deaf people due to the lack of SL understanding, learning resources, and interpreters. This problem is faced by the teachers who communicate with deaf students in the classrooms. The communication gap is filled with the development of a translation tool as Haseeb and Illyas concluded in their study that using this kind of tool, deaf people will have more opportunities to communicate with other members of society at every level. Different components of technology such as Python programming language, Natural Language Tool Kit, prerecorded PSL videos, Linux-based server, and databases are used to develop the prototype of PSL translation tool. This study provides a literature review to highlight the existing technological work done around the world and in Pakistan and also provides an architectural framework of the PSL translation tool which is developed by the researchers to facilitate the people who face difficulty to communicate with deaf people.

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Dissertationen zum Thema "Sign language – Study and teaching – Bilingual method"

Arias, Robert Gabriel. „Antidote to marginalism: An alternative method of instruction for English language learners“. CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3333.

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Pérez, Ana María. „Teaching literacy to first grade bilingual students“. CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2572.

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This research examined the effects of using a mediated reading strategy called "Mini Shared Reading" with five first graders, male bilingual students identified as struggling readers. These five students were all instructed in their primary language, which was Spanish.

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Huber, Jeanine L. „The Use of the First Language (L1) and the Target Language (TL) in the Foreign Language Classroom“. PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5029.

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Oftentimes it is the foreign language classroom that provides the basic foundation for language exposure and acquisition. In the context of the foreign language classroom there is not much exposure to the TL outside of this setting. This being the case, the quantity of the TL should be relatively high as it is an essential requisite for language acquisition. In addition, most recent research tends to suggest that high quantities of TL from the instructor is ideal. The main purpose of this study has been to focus on university-level foreign language classrooms to explore the issue of language choice, Ll or TL, among instructors. Over a ten week period, six languages were observed and audiotaped on five separate occasions. The study asked the following questions: 1) If Ll (English) is used in university-level foreign language classrooms, what is the ratio of Ll to TL?; 2) For what purposes is the Ll used?; 3) What are teachers' and students' perceptions and attitudes regarding use of the Ll in the foreign language classroom? A categorization grid was created to answer the second research question. A student questionnaire and teacher interview were administered to answer the third research question. The results were analyzed using descriptive statistics. It was found that three out of the six languages used the Ll an average of 10% or less of the time, while the remaining three languages used the Ll for an average of 13% or more of the time. In regard to the second research question, four out of the six languages used the Ll most frequently for the purposes of language analysis and vocabulary translation. This investigation has attempted to explore and discuss practices within some foreign language classrooms at the university-level and to create greater awareness of those practices.

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Lin, Angel, und 練美兒. „Teaching in two tongues: language alternationof bilingual teachers in English language lessons in Hong Kongsecondary schools“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31209348.

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Riches, Caroline. „The development of mother tongue and second language reading in two bilingual education contexts /“. Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=37819.

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The effects that various forms of bilingual education may have on children's reading development are of concern to parents and educators alike. In this thesis, I investigate the development of mother tongue and second language reading in two bilingual education contexts, and assess the effects of the language of initial formal reading instruction upon this development. This study examines children's reading within the home, classroom and community environments.
The research involved two Grade 1 classes mainly comparing the language of initial formal reading instruction. One site was a French immersion school offering a 50% English/50% French program in which initial formal reading instruction was in English. The second site was a French school, with a majority of anglophone students and initial formal reading instruction was in French. The participants in this study were 12 children from each class, their parents, and the classroom teachers.
Three main tools of inquiry were used: classroom observations were carried out in each of the two classes during the Grade 1 school year; samples of oral reading and retellings, in English and in French, were collected from the participating children for miscue analysis, and informal interviews were conducted with all the participants.
The analysis revealed that regardless of the language of initial formal reading instruction, the children's reading abilities developed in both languages. Children tended to feel more comfortable reading in the language in which they had been formally instructed but, despite this, meaning-construction was more effective in the mother tongue. Differences in reading abilities for both groups could be accounted for by limitations in knowledge of the second language rather than by language of initial instruction. Finally, children with initial formal reading instruction in the second language easily applied their reading abilities to reading in their mother tongue.
The conclusions drawn from this inquiry are that having supportive home and community environments, exemplary teachers and constructive classroom environments enables children to use their creative abilities and language resources to make sense of reading in two languages. It is the continuities and connections between these elements which enables children to transcend any difficulties arising from the fact that reading is being encountered in two languages.

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Adams, Natalie. „Possibilities for multilingualism: a critical case study with selected financial information systems (FIS) students“. Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1011052.

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This study aims at eliciting what shifts in term of multilingual possibilities can be detected in the language attitudes of first year National Diploma in Financial Information Systems students and their lectures. Qualitative methods are used: data is gathered using a questionnaire, 3 focus group discussions with students, interviews with 2 lecturers as well as an interview with language development practitioner. The questionnaire is modelled on attitudinal studies conducted at University of the Western Cape (Dyers 2001), University of Ford Hare (Dalwit 2001) and at Rhodes University (Aziakpono 2008). The questionnaire data, however, is only used a precursor to the study. The focuses of the study are the 3 focus group discussion and the semi structured interview with two lecturers and language development practitioner. The results of the snap shot questionnaire and first focus group discussion are similar to the three studies on language choices at Fort Hare, Rhodes and the University of the Western Cape respectively whereby students prefer English as the language of learning and teaching. The second focus group discussion is based on an article which students had to read. The article, Here, mother tongue clashes with her mother‟s tongue, focuses on the price that South African black children will pay for the constant erosion of African languages. The article‟s provocative focus challenges commonplace acceptance of English and so resonated with the students‟ exploration of multilingual possibilities. Focus group three revealed that students had experienced an attitudinal shift and realized the significance of mother tongue education as well as the importance of multilingual strategies.

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Woodman, Karen. „A study of linguistic, perceptual and pedagogical change in a short-term intensive language program“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq36654.pdf.

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Boies, Robert 1955. „RECEPTIVE ACQUISITION OF NOVEL VOCABULARY BY SPANISH-DOMINANT, BILINGUAL PRESCHOOL CHILDREN“. Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276450.

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The effectiveness of a bilingual and a monolingual treatment condition was compared in the receptive training of novel action words presented to two bilingual, Spanish-dominant, minority-language preschoolers. In the bilingual condition, one set of actions and referents was trained in Spanish (L1) followed by training in English (L2). In the monolingual condition, another set of actions and referents was trained in L2 alone. For one child, superior L2 learning occurred in the bilingual condition, results consonant with reports by Garcia (1983a) and by Oskarsson (1975). For the other child, unexpectedly, the monolingual condition resulted in superior L2 learning. Her findings suggest that the effect of preference to learn in L2 may result in behavior which runs counter to expectations of performance based on observed dominance. Generalization of receptive learning to expressive performance was also assessed. Both children performed at sufficient levels to indicate learning was generalized from reception to expression.

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Ballinger, Susan. „Oral language use in dual immersion classrooms“. Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19390.

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This cross-sectional inquiry examines first-, third-, and eighth-grade dual immersion students' use of Spanish and English when interacting with their teachers and peers in a U.S. school. Findings are based on classroom interactions, student and teacher interviews, and student questionnaires intended to determine when students diverged from using the language of instruction and whether their age or language background affected their language use. In addition, teachers' impact on student language use is examined, and other factors affecting language use—such as the length of a students' stay in the United States—are discussed. An overall preference for English was found among first and third graders, while eighth graders spoke more Spanish to their peers and teachers. Findings indicate that this language behavior may have been more than a function of the students' age. It appeared to be linked to students' language background, teaching activities that promoted students' positive identification with Spanish language and Hispanic culture, the absence of native English speakers, and the presence of Spanish-dominant newcomers.

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Bastian, Toni Marie. „Strategies for monolingual instructions to use when teaching reading comprehension to bilingual students“. CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1742.

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The major finding of this project is that through the use of multiple sign systems, monolingual teachers can support their bilingual students. These strategies employ the use of comprehensible input from the teacher, peer interaction, extended lanuage and activities for the students whose primary focus is to help the students make connections from the text to their own lives.

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Bücher zum Thema "Sign language – Study and teaching – Bilingual method"

Allan, Reyhner Jon, Hrsg. Language and literacy teaching for indigenous education: A bilingual approach. Clevedon, England: Multilingual Matters, 2002.

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Krashen, Stephen D. Language acquisition and language education: Extensions and applications. New York: Prentice Hall International, 1989.

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Campbell, Russell N. Conservation of language resources. [Los Angeles, Calif.]: Center for Language Education and Research, University of California, Los Angeles, 1987.

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Snow, Marguerite Ann. Innovative second language education: Bilingual immersion programs. [Los Angeles, Calif.]: Center for Language Education and Research, University of California, Los Angeles, 1986.

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The path to language: Bilingual education for deaf children. Clevedon, Avon, England: Multilingual Matters, 1990.

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Foreign-language learning through immersion: Germany's bilingual-wing schools. Lewiston: E. Mellen Press, 1996.

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Krashen, Stephen D. Inquiries & insights: Second language teaching : immersion & bilingual education, literacy. Hayward, CA: Alemany Press, 1985.

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Brisk, Maria. Quality bilingual education defining success. Providence, RI: Northeast and Islands Regional Educational Laboratory, 2000.

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Thomas, Wayne P. A national study of school effectiveness for language minority students' long-term academic achievement. Santa Cruz, CA: Center for Research on Education, Diversity & Excellence, University of California, 2002.

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Krashen, Stephen D. Inquiries & insights: Second languageteaching immersion & bilingual education literacy. Englewood Cliffs, NJ: Alemany Press, 1990.

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Buchteile zum Thema "Sign language – Study and teaching – Bilingual method"

Jayaraman, Seetha. „Correct Writing and Spelling in the ESL Classroom“. In Methodologies for Effective Writing Instruction in EFL and ESL Classrooms, 269–87. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6619-1.ch016.

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Writing is an activity that serves as a link between theory and practice. Learning to write involves the basic level of learning to spell a spoken word or phrase and the advanced level of learning to write creatively. This chapter discusses the practical challenges faced by the teacher and student in learning to spell words and applying the rules of grammar in English. Authentic examples are drawn from writing samples from the ESL classroom, produced in a session of timed writing when teaching academic writing skills to undergraduate learners in Oman's Dhofar Region. The results of the study point to the use of a bilingual approach as a very useful method for bringing out the similarities and differences in the use of the target language. This minimizes Mother Tongue interference in students' writing in English.

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