Whole language and the writing process

Shanklin, Nancy

doi:10.1097/00011363-199111030-00006

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“…From the body of literature consistent patterns of findings appear to emerge in the areas of content (using the content of specific subjects) based language teaching (Beed, Hawkins, & Rolles, 1991;Pardo & Raphael, 1991); whole language Downloaded by [University of Sydney] at 02:04 03 January 2015 approaches (Hoskins, 1990;Morrison, 1990;Shanklin, 1991;Weaver, 1991); and, individualized teaching and high levels of motivation (Haas & Smoke, 1990;Snider, 1990). As Romaine (1988) pointed out, the field of bilingualism is interdisciplinary in nature.…”

Section: General Content and Conductmentioning

confidence: 92%

Jamaican Deaf Children Interacting with Written Language: Support for Bilingual Instruction?

Hall

1995

International Journal of Disability, Development and Education

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The interrelationship among language components is the main conceptual framework for this study which examined the written language performance of Jamaican children with severe to profound hearing loss. Twelve subjects aged 15 to 16 years completed text level tasks in writing, reading and sign language. Hearing children aged 13 to 14 years completed writing and reading tasks. Multilevel analyses were undertaken. Differences and parity in performances were observed within and between groups at the word, sentence and text levels. Deaf children's ability to express complex ideas in sign language in the Jamaican education system indicated a need for nontraditional approaches in the teaching of written language. Suggestions are outlined for developing an instructional model to enhance written language using a bilingual approach.A facility With written language is important for all deaf children and especially for those who do not have oral language. The majority of Jamaican deaf children cannot communicate orally and there is limited use of sign language outside of the Deaf community. Furthermore, there is no documented evidence on the written language ability of deaf children in Jamaica. Given the restricted use of sign language and the ongoing need for interpersonal communication and involvement in the mainstream of society, functional ability in the composition and comprehension of written language becomes essential for these children. It is assumed that one factor contributing to the absence of oral language among Jamaican deaf children is the economic problems affecting educational programs in the country. Economic constraints set limits on material resources including available technology needed by deaf children.In this paper written language is viewed as a subset of literacy (Kintgen, Kroll, & Rose, 1988). Other aspects of the broad phenomenon of literacy includes oral language and cultural factors. One facet of this interrelationship is highlighted in Stotsky's (1987) comments that, although oral and written language are qualitatively different in nature, a reciprocal relationship exists. As Downloaded by [University of Sydney] at 02:04 03 January 2015 18Hall a result, for hearing children the development and connections between oral and written language are aspects of the study of literacy. For deaf children, the development and use of sign language may have a similar role to that of oral language for hearing children. Therefore, in the process of analyzing the written language of non-oral deaf children, an examination of their sign language proficiency is appropriate.A focus on sign language in analyzing the written language interactions of deaf children also performs the role of highlighting cultural factors which are essential facets in the quest towards acquiring literacy. Cummins' (1984) views on the relevance of a minority language in assessment are worth noting. He stated that a description of language skills both in English and minority language is necessary because in this process stress is placed on...

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Section: General Content and Conductmentioning

confidence: 92%

Jamaican Deaf Children Interacting with Written Language: Support for Bilingual Instruction?

Hall

1995

International Journal of Disability, Development and Education

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show abstract

Whole language and the writing process

Cited by 1 publication

References 0 publications

Jamaican Deaf Children Interacting with Written Language: Support for Bilingual Instruction?

Jamaican Deaf Children Interacting with Written Language: Support for Bilingual Instruction?

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