Becoming Bilingual: Facilitating English Literacy Development Using ASL in PreSchool
Conclusion
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Becoming Bilingual: Facilitating English Literacy Development Using ASL in PreSchool Conclusion |
About the Authors Introduction Emerging Literacy Metalinguistic Awareness Shared Storybook Experiences Writing Development Conclusion References Sharing Ideas Home Page |
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This discussion has attempted to place what we know about the
emerging literacy of hearing and deaf children in terms of both
research and practice within an additive bilingual framework. It
is a starting place for those of us who desire to more fully
understand our role as facilitators in the ASL and English
development of our students. We hope this discussion serves as a
confirmation for teachers in terms of what they already do in
their classrooms as well as a jumping off place for further
reflection and classroom research. Our classrooms are rich with
information that addresses the question of English literacy
development in classrooms where ASL is used. Teacher research as
well as collaborative efforts between university researchers and
classroom teachers could document what we are already doing as
well as identify ways we can improve our practice to reach our
goal of competency in both ASL and English for our students.
Last modified September 23, 1997 Copyright © 1997 All Rights Reserved Laurent Clerc National Deaf Education Center
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