I feel that the principles of language learning and language development are crucial in the overall understanding of language development. Obviously as a Deaf Educator, you need to know how children develop their language and what we, as teachers, can do to help them improve their language development. Deaf children come into life with a disadvantage in language due to the lack of hearing ability and communication skills, so it's really important to understand their current level of language and to know how we can build on it. Communication skills go hand in hand with communication competence. I have always felt that communication is not simply speaking a language with another person. It is knowing how to act appropriately in various settings, and how to communicate accordingly.
As a Deaf educator, students can use my examples to influence their communication skills in their own life. I can expand on my language, and use simultaneous communication as much as possible, so that they're receiving as much exposure as possible. We are essentially language models for them. We can assist with language goals, and plans on how to attain those goals. If necessary, we can intervene and change the goals. We can also be a source of support in other aspects that might influence their ability to communicate. Ultimately, we need to encourage communication skills, and provide the best influence as possible.
Amanda, It may seem that simultaneous communication is the best of both worlds. And Sim-Com may certainly work for some children. We have to be aware that Sim-Com is not a language though. You cannot use ASL and speak at the same time. For this reason, we can argue that children may lack a fully development first language (either in ASL or spoken English). In your classroom placements, try to observe and make note of students who seem to benefit from Sim-Com and why. How they different from other students? Are there students who would benefit from voice-off times in class? What factors are different for each child?
ReplyDelete