USING SIGN LANGUAGE TO TEACH WRITTEN LANGUAGE: AN ANALYSIS OF THE STRATEGIES USED BY TEACHERS OF DEAF CHILDREN IN A BILINGUAL CONTEXT

dc.creator	MARÍA ROSA LISSI
dc.creator	MARCELA SALINAS
dc.creator	XIMENA ACUÑA
dc.creator	DORA ADAMO
dc.creator	IRENE CABRERA
dc.creator	MARIBEL GONZÁLEZ
dc.date	2010-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:34:47Z
dc.date.available	2015-07-20T22:34:47Z
dc.identifier	1567-6617
dc.identifier	1573-1731
dc.identifier	https://doaj.org/article/aa748e55bb1e4b509a7904b87ee9155e
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/22832
dc.description	The main objective of this study was to characterize the type of activities and strategies employed byChilean teachers when using Chilean Sign Language (ChSL) to teach written Spanish. This was achievedthrough the observation and analysis of three deaf educators, who were in charge of children attendingkindergarten, 1st, and 2nd grade. Eight video recordings of written Spanish lessons were analyzed. Theresults show that, in the early grades, teachers working with written material over a sentence long tend tocenter their strategies on the general aspects of the texts, such as their structural elements and the comprehensionof their global meaning, and on clarifying the meaning of specific words found in the text.We analyzed certain specific episodes in detail, which depict how the teachers work when introducingnew words to the children. In this aspect, salient strategies included use of fingerspelling, matching signsand written words, and the explanation of the meaning of a word using signs and pictures.Finally, the article highlights the strengths and potential limitations of the strategies currently employedby these teachers to teach written Spanish as a second language using students’ knowledge of ChSL.Also, we make suggestions aimed at optimizing the acquisition and development of lexical and syntacticknowledge of Spanish, as some of the factors that contribute to the improvement of deaf students' readinglevel.
dc.language	English
dc.publisher	IAIMTE
dc.relation	http://l1.publication-archive.com/public?fn=enter&repository=1&article=330
dc.relation	https://doaj.org/toc/1567-6617
dc.relation	https://doaj.org/toc/1573-1731
dc.rights	CC BY-NC-ND
dc.source	L1 Educational Studies in Language and Literature, Vol 10, Iss 1, Pp 57-69 (2010)
dc.subject	sign language
dc.subject	written language
dc.subject	teaching strategies
dc.subject	deaf students
dc.subject	bilingual education
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	USING SIGN LANGUAGE TO TEACH WRITTEN LANGUAGE: AN ANALYSIS OF THE STRATEGIES USED BY TEACHERS OF DEAF CHILDREN IN A BILINGUAL CONTEXT
dc.type	article