Becoming Bilingual: Facilitating English Literacy Development Using ASL in PreSchool

The primary focus of this paper is to discuss the emerging literacy of deaf children within the framework of the additive bilingual perspective outlined above. The discussion is grounded in our experiences as teachers and is supported by research on language and literacy development of both deaf and hearing preschoolers. Our reflections and discussions were guided by "theoretically informed speculation" (Bissex & Bullock, 1987, p. xii). We used what we know about theory and research to help us reflect on our current classroom practice, as well as past experiences within and outside the classroom. We were not looking for definitive answers, but rather for an intersection between theory, research and classroom practice in order to contribute to our understanding of language and literacy development in young deaf children. Our discussions included actively searching for specific examples; observing one another teach and sharing and discussing what we observed; and reflecting on our classroom experiences individually and later sharing our insights. We found that this process helped clarify what we are doing as teachers as well as what the students do as learners.

Another of the purposes of this paper is to contribute to a discussion that is just beginning in the field of deaf education; to generate hypotheses about how young deaf children make meaningful connections with print in bilingual programs by reflecting on our own experiences as teachers and to invite teachers and other professionals in our field to engage in similar activities. It may be that many of the examples we provide are familiar to most teachers who work with young deaf children. What may be different, however, is the framework within which these experiences are placed. When the emergence of literacy is viewed as learning a different language, the process of making connections between ASL and English print becomes more clear.

Three broad topics will guide this discussion about how teachers can facilitate the development of ASL and English literacy in preschool deaf children. These include: 1) metalinguistic awareness in terms of becoming aware of the two languages; 2) shared storybook experiences; and 3) writing development. Other factors such as the importance of fingerspelling, social interaction, and the use of environmental print are included within the three areas of focus.