The Relation Between Japanese Sign Language and Acquisition of Japanese Literacy

点击翻译按钮获取中文摘要

The ideal of bilingual education for the deaf children is receiving increased attention among teachers in the school for the deaf. As Sign Language is incorporated more and more into the instructional process, questions are raised regarding the appropriateness of sign language approaches for deaf education especially in the early stage.The problems addressed in this research are whether sign language skills are related to acquisition of Japanese literacy in deaf children and especially how deaf children with exposure to sign language develop knowledge of Japanese particles.In the present study we reviewed the development of reading skills in deaf children and reconfirmed that their reading level is equivalent to 4th grade level at the end of their compulsory education period. Then we developed a test to assess the competence level to comprehend and express Japanese particles in deaf children, and followed their developments.Although the hearing children acquired Japanese particles competence under the preschool age, in the deaf children the acquisition of Japanese particles are delayed to the junior high school age level. From the analysis of non-manual signals in Japanese sign language equivalents to Japanese particles (a video tape of signed 1st grade Japanese language text book) and communication patterns in the class room, it is considered that to be an active participants in the communicative process is needed to master the Japanese particles. The choice of language which should be used in the class room will depend on the competence of the children, and the communicative condition in the class room must be monitored at regular intervals.