Does learning a Sign Language Orthography support Deaf children's bi-literacy development?

学习手语正字法是否有助于聋哑儿童双语读写能力的发展？

• 批准号: 2409842
• 金额: --
• 依托单位: UNIVERSITY OF EXETER
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2020
• 资助国家: 英国
• 起止时间: 2020 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2409842
• 关键词: Does; learning; Sign; Language; Orthography

This study will design and then run and evaluate an intervention based on Sign Language Orthography (SLO) for Deaf pupils in a special school setting. The research is both novel and original as it combines the fields of Deaf education and Applied Linguistics and explores a new area, transcribing Sign Language into a written form for educational purposes. It will develop a resource, which has the potential to be highly relevant to educators of Deaf pupils. It will impact on the educational achievements of deaf learners by targeting their bi-literacy development. Deaf learners have been widely documented as having poor educational outcomes and associated problems with mental health (Fellinger et al. 2012). The project is relevant to the strategic focus of the ESRC of Mental Health.This study is innovative, requiring the development of an intervention using a SLO to Deaf learners. This proposal is based on my initial pilot of a Sign Language Orthography (SLO) to Deaf pupils in Deafeducation. In the pilot it was possible for Deaf learners to produce results using Sign Language Write (SLwrite) in a short time period. These encouraging results revealed that the pupils were able to encodeand process a short phrase using SLwrite, independently of my instructions.In my initial pilot I observed Deaf pupils become active in their learning and captivated with the new concept of a SLO. It was seeing the Deaf learners explicitly begin to realise that they did have a languagethat sparked my desire to explore this area further. The concept of a SLO is still at an emergent level within Deaf Communities with little research in the educational domain. This novel and ground-breakingresearch has the potential to be significant for Deaf education, providing insight into both theory and practice for literacy learning for Deaf children.I have established a partnership with a local special school, The Deaf Academy, Exeter, to identify a group of students who currently struggle to understand English in its written form. The co-principal ofthe Deaf Academy has agreed a partnership with the literacy department to explore the idea of improving their deaf pupil's bi-literate skills.My study would enable me to conduct an investigation to find out more about a Deaf child's bi-literacy potential (Flood, 2002) by using BSL in a written form (Grushkin, 2017, 1998), employing and introducing semantic skills. I would examine, within the context of cross-literacy, how using a written form of BSL might result in improvements in both British Sign Language (L1) and English (L2). Skyer & Cochell (2016) highlighted the relationship between American Sign Language (ASL) and Text-based English in multimodal academic discourse settings, which gave Deaf children, using sign language, a sense of an equal footing with other written languages (SIGNmatters, 2005). Additionally, Keogh (2013) reported that Deaf learners responded favourably to iconic writing systems that used characters resemblinghandshapes, parts of the body, and movement. This research provides the evidence to suggest that using an SLO has the potential to improve Deaf children's language development (Voreck, 2014) and may have a long-term effect.The overall aim is to explore whether Deaf children, if taught a representational, written form of their native visual-gestural sign language (L1), may better develop cognitive abilities in order to regenerateliteracy skills in their second language, English (L2), whilst also making gains in their first language British Sign Language (L1). This representational form of British Sign Language (L1) will be based on American Sign Language Write, known as 'ASLwrite' (Clark, 2012).

本研究将设计并实施一项基于手语正字法的特殊学校聋哑学生干预措施。本研究将聋人教育和应用语言学相结合，探索了一个新的领域，将手语转化为书面形式用于教育目的，既新颖又新颖。它将开发一种资源，这种资源有可能与聋哑学生的教育者高度相关。以聋人的双文发展为目标，对聋人的教育成就产生影响。失聪学习者的学习成绩较差，并伴有心理健康问题，这一点已被广泛记载（Fellinger et al. 2012）。该项目与ESRC心理健康战略重点相关。本研究具有创新性，需要对聋人学习者使用手语进行干预。这个建议是基于我在聋哑教育中对聋哑学生进行手语正字法（SLO）的初步试点。在试点中，聋人学习者可以在短时间内使用手语书写（SLwrite）产生结果。这些令人鼓舞的结果表明，学生们能够独立于我的指导，使用SLwrite编码和处理一个简短的短语。在我最初的试点中，我观察到聋哑学生在学习中变得活跃起来，并被SLO的新概念所吸引。正是看到聋人学习者明确地开始意识到他们确实有一门语言，这激发了我进一步探索这一领域的愿望。在聋人社区中，特殊语言表达的概念还处于一个新兴的阶段，在教育领域的研究很少。这一新颖的、开创性的研究对聋人教育具有重要的潜在意义，为聋人儿童的识字学习提供了理论和实践的见解。我与当地的一所特殊学校——埃克塞特聋人学院建立了合作关系，以帮助一群目前难以理解书面英语的学生。聋人学院的联合校长同意与读写部门合作，探索提高聋人学生双语能力的想法。我的研究将使我能够进行一项调查，通过使用书面形式的车联语（Grushkin, 2017, 1998），运用和引入语义技能，更多地了解聋儿的双语潜力（Flood, 2002）。在跨文化的背景下，我将研究如何使用书面形式的车贴语可能会导致英国手语（L1）和英语（L2）的改善。Skyer & Cochell（2016）强调了多模态学术话语环境中美国手语（ASL）和基于文本的英语之间的关系，这给使用手语的聋儿一种与其他书面语言平等的感觉（SIGNmatters, 2005）。此外，Keogh（2013）报告说，聋人学习者对使用类似手部形状、身体部位和运动的字符的标志性书写系统反应良好。本研究提供的证据表明，使用手语有可能改善聋儿的语言发展（Voreck, 2014），并可能具有长期效果。本研究的总体目的是探索，如果聋哑儿童被教授一种具有代表性的、书面形式的母语视觉手势手语（L1），是否可以更好地发展认知能力，从而在他们的第二语言英语（L2）中再生读写技能，同时在他们的第一语言英国手语（L1）中也有所收获。这种代表性形式的英国手语（L1）将以美国手语书写为基础，被称为“ASLwrite”（Clark, 2012）。