Becoming Bilingual: Facilitating English Literacy Development Using ASL in PreSchool
Shared Storybook Experiences
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Becoming Bilingual: Facilitating English Literacy Development Using ASL in PreSchool Shared Storybook Experiences |
About the Authors Introduction Emerging Literacy Metalinguistic Awareness Shared Storybook Experiences Writing Development Conclusion References Sharing Ideas Home Page |
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There is an abundance of research that strongly suggests that daily storybook sharing (being read to by adults and older children) at home contributes greatly to early language and literacy development in young hearing children (Durkin, 1966; Heath, 1982; Ninio & Bruner, 1978; Snow, 1983; Teale, 1986; Wells, 1985). The limited body of research that focuses on parental storybook sharing with deaf children shows similar results (Andrews & Taylor, 1987; Ewoldt & Saulnier, 1992; Maxwell, 1984). Regular storybook sharing with hearing children in school also appears to increase the likelihood of academic achievement (Hickman, 1979; Putnam, 1981) as well as language and literacy learning (Brown, Cromer, & Weinberg, 1986; Combs, 1987; Feitelson, Kita, & Goldstein, 1986; Morrow, 1988). Although there is no research of this kind that directly documents the benefits of storybook sharing in classrooms for deaf children, it would follow that given comprehensible input, such benefits would be enjoyed by deaf children as well. Our own experiences as teachers confirm such a conclusion. Storybook sharing in ASL appears to be a naturally occurring early bridge between the language of delivery (ASL) and the language of the book (English print). Children who need to develop competency in ASL are provided with a language model in an enjoyable format. Children who have begun developing ASL in their home environments have the opportunity to see a story without struggling with a language difference between the teacher and themselves. Their ASL development is also enhanced by the model provided by the teacher within this context. It appears that after a solid base in ASL has been established, children either begin to notice the print and to ask questions themselves, or they are receptive to guidance from the teacher. Our examples will offer clarification of this observation.
There are many issues involved when looking at storybook sharing
with deaf children. In order to make this discussion manageable,
the focus will be limited to the following areas: 1) strategies
for effective storybook sharing; 2) the kinds of connections
that children and teachers make between ASL and English during
storybook sharing, and 3) the importance of recognizing that
repeated storybook sharing takes time, but it is time well-spent.
The context includes small group or one-to-one storybook sharing
events in which ASL is used to share the book. Strategies for Effective Storybook Sharing The limited body of research that examines storybook sharing using the naturally occurring sign language of the deaf community strongly suggests that there are certain strategies parents and teachers employ that encourage engagement (attention) and active participation in the storybook sharing process. The ability to hold the child's visual attention is vital in order for the storybook sharing to occur. This is particularly important when the children are very young (three and under) and/or they are new to a signing environment. One strategy is signing within the child's focus of attention. This can take the form of using small signs near the book (Lem & Timmerman, 1990), incorporating the book as part of the sign (Ewoldt & Saulnier, 1992; Mather, 1989; Maxwell, 1984), and signing on the child's body (Ewoldt & Saulnier, 1992; Andrews & Mason, 1987; Maxwell, 1984). It has been our experience that signing on the children's bodies is especially effective in maintaining their attention and interest. Other strategies cited in the research that appear useful are role playing (Ewoldt & Saulnier, 1992; Lem & Timmerman, 1990; Mather, 1989; Maxwell, 1984), and appropriate use of non-manual signals such as facial expression (Mather, 1989). Additional factors that have not been included in research thus far but have been effective with our students include close proximity so that the teacher can easily touch each child, smaller groups for students who are new to signing (up to three children), and using books that have clear, colorful pictures which tap into the children's experiences.
Research has identified some strategies that appear to facilitate
children's comprehension and participation in the story sharing
event. These include: 1) creating a positive and risk-free
environment (Mather, 1989) in which the children feel comfortable
participating; 2) competence in ASL on the part of the adult so
that the language can be as complex or as simple as necessary
according to the audience (Mather, 1987; 1989); 3) providing
background information and context when necessary (Mather, 1989);
4) asking questions which require active participation and
thinking on the part of the children (Andrews & Taylor, 1987;
Mather, 1989); 5) providing scaffolded support, guiding the
children in their comprehension of the story (Andrews & Taylor,
1987; Mather, 1989, Maxwell, 1984) and 6) relating the book to
the children's lives (Maxwell, 1984). Connecting ASL and English through Storybook Sharing Most of the deaf children we have taught love to have storybooks shared with them. By making storybook sharing an integral and enjoyable part of the school day, we are fostering a positive attitude towards reading and learning English. This attitude opens the door for more direct connections between the two languages to occur. To our knowledge, there is no classroom research that looks at ASL story sharing in terms of literacy development. Consequently, the bulk of this section will be based on what we have observed in our own classrooms. One area that appears to be significant: emerging print awareness seems to be connected with repeated readings. Research on repeated read-alouds with hearing children suggests that children's comprehension of a story becomes more complete each time a story is re-read (Yaden, 1988) and their questions about books become more sophisticated (Martinez, 1983; Martinez & Roser, 1985). We have noticed that in order for our children to begin to express some kind of connection with the print in the book, they must first become familiar with the story itself. Thus, the first time we share a story with our students, we usually focus on the main ideas and basic concepts, leaving more detailed descriptions for subsequent storytimes. During these first or second readings, the children may be completely silent throughout the storysharing event. Similar observation has been documented in hearing children. Yaden (1988) found that silence during storybook reading usually meant deep involvement with the story. The next time the book is shared, details can be added that enhance the richness of the story. Perhaps some students are comfortable enough at this point to begin asking questions about the print on their own. We have also observed that our children who do begin to comment on or ask questions about the print in storybooks have a well established language base as well as experience with books outside of school. During subsequent readings, depending on the children's awareness level and age, the teacher can point out significant words in the print, ask the students to find specific words in the print, or the students themselves may initiate such activity. This is not to suggest a specific number of re-readings or exact patterns to follow when sharing books with young deaf children. The point is that repeated exposure to a story provides the opportunity for deeper comprehension of the story itself and increased awareness about words and illustrations (Yaden, 1988). One example from our experience may clarify this point. Ms. Pfau shared a predictable big book with her class of four-year-olds. After initially sharing the story in ASL, one of the students caught on to the repetitive concept of the book and began to sign NO in the appropriate place. Although the print did not repeat the word 'no' as part of the predictability, the word 'no' was part of the text. Ms. Pfau, following the lead of the child, found the word 'no' in the text, pointed it out to the children and she began fingerspelling the "no, no" phrase when it fit into the book conceptually. She also pointed out that N-O spells the sign for NO. Later, she asked the children to find the word 'no' in the text themselves. She also varied the way she signed the words "no, no," perhaps akin to the way hearing teachers may vary their vocal intonation, to keep the children interested. This technique connected the ASL with part of the text as well as provided the children with opportunities to benefit from the predictability of the story.
In the example above, fingerspelling was used as a way to draw
the children's attention to the print in the book. This appears
to be a natural way to guide children towards print awareness and
later, word recognition. It is the one element of signing that
has a direct one-to-one correspondence with English print. In our experience, children as
young as two-and-a-half or three years old can learn
to use and recognize simple words like B-U-S, V-A-N, and I-C-E
when used in a meaningful context.
A theme running through this discussion relates to the issue of time. Repeated storybook readings take time. Teachers often feel pressure to move too quickly in order to meet the demands of the curriculum. Yet, children need time to absorb, process and notice elements of books. They need to spend time looking at and reading books as well as to make connections between ASL and English print. Last, teachers need to give the children time to respond to the stories, to ask their questions. Once the children have asked questions, the time spent in answering the questions, expanding on the ideas or clearing up misconceptions could be some of the most valuable moments of the school day. Future research could provide us with useful information about the benefits of repeated storybook sharing with deaf children. The use of predictable books when delivered in ASL is also an area ripe for research. Many of the predictable books are based on rhymes. Teachers and parents could benefit from knowing how these books can be delivered in a visual language yet maintain the predictability which has been shown to facilitate literacy development (Tompkins & McGee, 1989). We also need to know more about the uses of fingerspelling to enhance literacy development in deaf children. |
Contact Sidney Lasry
with comments or suggestions about this web page.Last modified October 3, 1997 Copyright © 1997 All Rights Reserved Laurent Clerc National Deaf Education Center
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