Practical study on implementation of signed language and support of acquiring literacy for deaf children

1、本研究的目的是：一、探讨聋儿使用手语与日语识字能力的关系，二、开发聋儿识字教学的材料和方法。3、分析了教师和儿童在课堂活动中的手语对话和口语对话，并从手语对话和口语对话与日语教科书中的印刷品的关系方面进行了分析。研究结果表明：首先，儿童通过相互之间以及与教师之间的手语对话来理解教科书内容，然后自发地或在教师的帮助下比较手语和日本印刷品。4、为了促进儿童通过手语进行识字学习活动，我们开发了视频材料，这些材料是翻译自日本教科书的手语独白。我们提供给几个聋人学校，并调查使用这些材料的效果，以支持获得日语识字的聋人儿童。结果表明，这些材料不仅有助于聋儿通过手语更深入地学习和理解教科书内容，而且有助于聋儿通过手语学习日语识字。

1,The purpose of this study is, first, to investigate the relation between the use of signed language and the acquisition of Japanese literacy in deaf children, and, secondly, to develop the materials and methods to instruct literacy to them.2,We observed the learning activities of deaf children in the1st and 2nd grades' classrooms where the signed language was used, end described the interaction and dialogues between teachers and children, and among children themselves3,We analyzed signed and spoken dialogues of teachers and children in the course of classroom activities, in terms of how the signed and spoken dialogues were related to prints in the Japanese textbooks. The results showed that, first, the children developed the understanding of the contents of textbooks through signed dialogues with each other and with teachers, then they compared the signed language and Japanese prints, spontaneously and sometimes aided by teachers.4,In order to promote the literacy learning activities of children through signed language, we developed video materials, which were signed monologues, translated from Japanese textbooks. We provided them to several deaf schools and surveyed the effects of use of these materials for supporting to acquire Japanese literacy by deaf children. The results showed that these materials helped, not only to learn and understand more deeply the contents of the textbook by deaf children through the signed language, but also to learn Japanese literacy through the signed language.