This sounds very exciting, Isa!<div><br></div><div>Lorraine<br><br>On Wednesday, March 12, 2014, Isa Barriere <<a href="mailto:barriere.isa@gmail.com">barriere.isa@gmail.com</a>> wrote:<br><blockquote class="gmail_quote" style="margin:0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1ex">
<div dir="ltr">Hi,<div><br></div><div>I just wanted to mention that the issue of exposing all hearing-impaired children to a Sign Language, and doing so sufficiently- is going to be discussed at a symposium I am organizing at the <span style="font-size:13px;font-family:arial,sans-serif"> </span><span style="font-family:'Times New Roman',serif;font-size:16px">Head Start’s 12th National Research Conference on Early Childhood to be held </span><span style="font-family:'Times New Roman',serif;font-size:16px">July 7-9, 2014</span><span style="font-family:'Times New Roman',serif;font-size:16px"> at the Grand Hyatt Washington, 1000 H Street, NW, Washington, DC 20001 (</span><font face="Times New Roman, serif" size="3"><a href="http://www.cvent.com/events/head-start-s-12th-national-research-conference/custom-116-31f6c50d9a9b4fa6aeb28d515d4db363.aspx" target="_blank">http://www.cvent.com/events/head-start-s-12th-national-research-conference/custom-116-31f6c50d9a9b4fa6aeb28d515d4db363.aspx</a>) that includes a paper by Deb Chen Pichler and colleagues</font><span style="font-family:'Times New Roman',serif;font-size:16px">.</span></div>
<div><span style="font-family:'Times New Roman',serif;font-size:16px"><br></span></div><div><span style="font-family:'Times New Roman',serif;font-size:16px">When Head Start (subsidized creche and preschool education for children from low SES in the US) established a Dual Language policy in 2008 (that requires that Head Start programs that serve children whose home language is not English are transparent about both their fostering of the development of the Home Language and English), it was not clear that their definition of Dual Language learner includes bimodal learners and/or children who are exposed to different varieties of English. The symposium is meant to address these issues, as well as include papers on learners of Spanish as well as a few of the other 149 languages spoken by Head Start children (Haitian Creole, Russian, Yiddish).</span></div>
<div><span style="font-family:'Times New Roman',serif;font-size:16px"><br></span></div><div><span style="font-family:'Times New Roman',serif;font-size:16px">Given that Early Head Start </span></div><div><span style="font-family:'Times New Roman',serif;font-size:16px">a) focuses on children minus 3 months (when the mother is pregnant) until age 3 and both center-based and home-based programs exist;</span></div>
<div><span style="font-family:'Times New Roman',serif;font-size:16px">b) is supposed to make up for disadvantageous environments in the early years (and the income requirement does not apply to children with eraly Intervention/Special Education needs),</span></div>
<div><span style="font-family:'Times New Roman',serif;font-size:16px">I do not see why Hearing Impaired children, including those with Cochlear Implants should not benefit from this program....</span></div><div><span style="font-family:'Times New Roman',serif;font-size:16px"><br>
</span></div><div><font face="Times New Roman, serif" size="3">Isabelle</font></div></div><div><br><br><div>On Sun, Mar 2, 2014 at 10:08 AM, Aliyah MORGENSTERN <span dir="ltr"><<a>aliyah.morgenstern@gmail.com</a>></span> wrote:<br>
<blockquote style="margin:0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1ex"><div style="word-wrap:break-word">Thanks a lot Keith!<div>In France not only is it dramatically difficult to convince the medical world, but sign language for Hearing parents is hardly financed. They have to be entirely convinced and become real militants to make the tremendous efforts needed. But as our last family visit proved to us, when they do make the effort, the results are just incredible, even she Sign language is introduced after 3.<br>
<div>Best,</div><div>Aliyah</div><div><br><div><div>Le 2 mars 2014 ā 15:49, Keith Nelson a écrit :</div><br><blockquote type="cite"><div><div><div dir="ltr"><br><br><div>---------- Forwarded message ----------<br>
From: <b>Keith Nelson</b> <span dir="ltr"><<a>keithnelsonart@gmail.com</a>></span><br>
Date: Sun, Mar 2, 2014 at 8:57 AM<br>Subject: Re: Help: let them speak or sign their language<br>To: <a>info-childes@googlegroups.com</a>, Keith Nelson <<a>keithnelsonart@gmail.com</a>>, Mary Rudner <<a>mary.rudner@liu.se</a>>, Jerker Rönnberg <<a>jerker.ronnberg@liu.se</a>>, Mikael Heimann <<a>mikael.heimann@liu.se</a>>, "<a>tomas.tjus@psy.gu.se</a>" <<a>tomas.tjus@psy.gu.se</a>>, Philip Prinz <<a>p1210@yahoo.com</a>><br>
<br><br><div dir="ltr"><div>Hi Gisela, Roberta, and all. Lots of good updates and ideas in these threads. I would emphasize that it is very often the case that once the decision is made to include sign language there is not really enough attention to the needed combination of quantity and quality of interaction--and monitoring thereof-- to insure significant progress. In PA I have known families whose grand total support in a year for teaching sign language was one one-hour visit by an expert hired by the School District ! As background, some may find interesting the attached 2 chapters that cover what we describe in dynamic systems terms as Dynamic Tricky Mixes of conditions that need to converge for learning--as illustrated not only for sign but for spoken language, literacy, and art skill.<br>
</div> Also, I am copying my Swedish and California colleagues who may have some interesting thoughts and updates on all this. Very best regards, Keith <br></div><div><br><br><div>
On Sat, Mar 1, 2014 at 4:06 AM, Gisela Szagun <span dir="ltr"><<a>gisela.szagun@googlemail.com</a>></span> wrote:<br><blockquote style="margin:0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1ex">
<div dir="ltr"><div>Dear Roberta,<br><br></div><div>I think the paper by Lyness et al. (2013, attached) is helpful when evaluating the claim that sign may be hurtful to kids. There is quite a bit of evidence and argumentation for the reverse argument: withholding early language from the child is likely to have negative consequences. It seems to me that this is what happens if children with CI do not master spoken language sufficiently and sign language is withheld from them. So, we may equally ask the reverse question whether it was the withholding of sign language that was hurtful to these children?<br>
<br></div><div>What happened in Germany, basically, was that the parents started asking this question, and, if you so want, empowered themselves to find a way to get <b>a</b> language to their children. <br><br>From my point of view as a developmental, what has to be ensured is that a child builds up a symbolic system and that, in cases where spoken language acquisition does not succeed, not too much time is lost before sign language is offered. Unfortunately, there are too many cases - not presented at conferences because they are not a success story - where this has happened. The first priority is to prevent any</div>
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