Deaf Residential Schools in the US...

Fri Jan 19 23:07:53 UTC 2007

I think the key to acceptance is to do your best to have Deaf editors  
who are willing to give you real feedback and who would be recognized  
by the community as Deaf who are involved in the community. I think if  
you can show that you put your translation through the Deaf "wringer"  
to make sure that it was accurate in how it was translated, then I  
think it wouldn't matter.  Besides that, it is always important to  
realize that most textbooks have later editions that polish things up  
after they have been used for a while. So I expect that all textbooks  
developed will have a second (or more) edition.

Yeah, we have a few hundred years to catch up to English, don't we?  :)

Stuart

On Jan 19, 2007, at 16:56, K.J. Boal wrote:

>
> I definitely think that a full SW curriculum does need to be developed  
> for every subject . . . it is a daunting task!  (I've translated a  
> couple of songs into SW and those songs seemed a lot longer while I  
> was working on them, too!)  Some sort of curriculum will definitely be  
> part of my Ph.D. project.  I think about it at nights while I'm trying  
> to fall asleep and I keep thinking about all the things that could be  
> done and all the good SW could do if only . . .  From the beginning  
> I've wanted to be a part of developing SW literature, but I don't know  
> how much it would be accepted because I'm hearing.  But if I started  
> with elementary school curriculum materials . . . especially for  
> subjects like Social Studies, which is pretty much entirely  
> language-based . . . that might be more accepted.
>
> The project is daunting when you think about all the other things you  
> have to do . . . like (in your case Cherie) plan your lessons!  I, on  
> the other hand, am not that intimidated because my job, even though  
> it's full-time, starts when I get to work and ends when I leave.  I  
> have lots of time in the evenings and weekends to devote to SW . . .  
> maybe you could send me some materials you'd like to see translated  
> and I could get a start on them?  Just a suggestion . . .
>
> KJ
>
>> From: CWren at doe.k12.ga.us
>> Reply-To: sw-l at majordomo.valenciacc.edu
>> To: sw-l at majordomo.valenciacc.edu
>> Subject: Re: [sw-l] Deaf Residential Schools in the US...
>> Date: Thu, 18 Jan 2007 08:08:43 -0500
>>
>> I've thought about that... trying to develop science materials (I  
>> have a
>> strong science background) but looking at the size of even elementary
>> science textbooks... the project becomes just too daunting.  Even Cat  
>> in
>> the Hat seems a lot longer now that I am translating it!  ::smile::
>>
>> cherie
>>
>> ---------------------------------
>> Cherie Wren
>> GSD Staff Interpreter
>> 232 Perry Farm Rd
>> Cave Spring, GA 30124
>> 706-777-2328
>> 706-766-0766 Cell
>>
>> This message and any included attachments are from the Georgia School  
>> for
>> the Deaf and are intended only for the addressee(s). The information
>> contained herein may include privileged or otherwise confidential
>> information. If you have received this message in error, please  
>> contact
>> the sender immediately, and delete it from your system.
>>
>>
>>
>> "Stuart Thiessen" <sw at passitonservices.org>
>> Sent by: owner-sw-l at majordomo.valenciacc.edu
>> 01/18/2007 12:48 AM
>> Please respond to
>> sw-l at majordomo.valenciacc.edu
>>
>>
>> To
>> sw-l at majordomo.valenciacc.edu
>> cc
>>
>> Subject
>> Re: [sw-l] Deaf Residential Schools in the US...
>>
>>
>>
>>
>>
>>
>> :) That's great!
>>
>> I do think that there is a tangental approach that could be equally
>> beneficial and worth considering. I think back to when I was in high
>> school, I had a deaf friend who was in my 11th-12th grade history
>> class. Because English is my first language, I had the regular
>> textbook. But she had the 7th grade history book instead. Naturally,
>> she did not get the same things out of the class that I could even  
>> with
>> an interpreter. I don't think it was her fault.
>>
>> If curriculum for a specific course (history, math, etc.) can be
>> developed in ASL at appropriate grade levels and Deaf children can be
>> shown to learn equal or superior to their hearing peers using that
>> curriculum, that might be equally helpful. Of course, we may have to
>> settle for a comparison of traditional Deaf Ed approach versus using  
>> SW
>> curriculum to show improved learning between the two Deaf test groups.
>> I suppose it would depend on the project and how it is set up and the
>> willingness of the school or parents.
>>
>> That process may also help us understand presentation issues as well.
>> Fact of the matter probably is that presentation will be equally
>> important as content, and that will be something new that will need to
>> be considered since we will have to consider how the presentation of
>> written material will intersect with the way sign languages naturally
>> use directionality. For example, in English, we say, "See Figure 3 for
>> a chart of English Kings."  If I write it in ASL, should my  
>> Signwriting
>> point to the physical location of Figure 3 or what? There may be other
>> related issues that could come up. So, even those factors could impact
>> the effectiveness of written materials.
>>
>> Just some thoughts to throw out. :-)
>>
>> Stuart
>>
>> On Jan 17, 2007, at 22:57, K.J. Boal wrote:
>>
>> > Actually, I'm hoping to do a Ph.D. research project in the near  
>> future
>> > on exactly that, Cherie!  But it will be a while before any results
>> > are in . . . if the project even gets off the ground . . . I'm  
>> hoping
>> > to get started on the program either this year or next but I don't
>> > know when or where I'll be doing it . . . I'll keep you posted on my
>> > progress!
>> >
>> > KJ
>> >
>> >
>> >> From: "Cherie Wren" <cwterp at YAHOO.COM>
>> >> Reply-To: sw-l at majordomo.valenciacc.edu
>> >> To: sw-l at majordomo.valenciacc.edu
>> >> Subject: Re: [sw-l] Deaf Residential Schools in the US...
>> >> Date: Mon, 15 Jan 2007 15:47:47 -0800 (PST)
>> >>
>> >> But in order to get the schools to accept SW, you have to hit them  
>> on
>> >> what THEY think is important:  and that is English.  Period.  End  
>> of
>> >> story.  so although SW will have benefits far beyond its limited  
>> use
>> >> in promoting English literacy, that HAS to be the sell point.
>> >> Because that is all Deaf education is about right now.  English
>> >> Literacy.  Oh, those other things get done, but English Literacy is
>> >> THE goal of Deaf education in the United States, sad to say.  And
>> >> although there is no proof, there is research that supports it.   
>> Read
>> >> Cummins on bilingual education.  He proposes a theory that In
>> >> bilingual education (he is talking about Spanish/English) there are
>> >> two ways to get to English Literacy for Spanish speaking students.
>> >> One is via spoken English, the other is via Written Spanish.  Apply
>> >> that to Deaf kids.  Teh 'via spoken English ' route is not
>> >> applicable.  So the route to English Literacy will only come via
>> >> written ASL.  There is also research that proves that ASL
>> >>  proficiency  (Not only in Deaf of Deaf, but in Deaf of hearing  
>> with
>> >> strong ASL skills)has a very high correlation with English  
>> Literacy.
>> >> That is to say, if the kid has a strong first language, he will be
>> >> able to get the second language easier.  So SW wins again, because
>> >> while you teach written signing, you can teach ASL at the same  
>> time.
>> >> Here at GSD, we hope to get some of that proof that everyone wants  
>> to
>> >> see...  but you can't get proof till someone does the research ,  
>> and
>> >> you can't do the research till you have proof, at least in our
>> >> case...
>> >>
>> >> cherie
>> >>
>> >> ----- Original Message ----
>> >> From: "James Shepard-Kegl, Esq." <kegl at MAINE.RR.COM>
>> >> To: sw-l at majordomo.valenciacc.edu
>> >> Sent: Monday, January 15, 2007 5:50:14 PM
>> >> Subject: Re: [sw-l] Deaf Residential Schools in the US...
>> >>
>> >> Re: [sw-l] Deaf Residential Schools in the US...
>> >>
>> >>
>> >>
>> >> I respectfully submit that when you propose SW as a bridge to  
>> English
>> >> literacy in the school system, you are missing the point.
>> >>
>> >>
>> >>
>> >> SW is a valuable tool for giving a Deaf signer metalinguistic  
>> skills
>> >> in his or her native language (i.e., understanding labels like  
>> nouns,
>> >> verbs, classifiers, role shifting, shared references, and so  
>> forth.)
>> >> Having metalinguistic skills in your own language is critical to
>> >> learning the grammar and syntax of a foreign (that is, non-native)
>> >> language.
>> >>
>> >>
>> >>
>> >> But, if you are expecting miracle English literacy achievement
>> >> through SW, think again.  SW helps, to be sure, and a greater
>> >> proponent than I you will not find, but do not oversell the  
>> concept,
>> >> as proof is scarce.
>> >>
>> >>
>> >>
>> >> Where SW is really, really beneficial is:  MATH, SCIENCE, HISTORY.
>> >>
>> >>
>> >>
>> >> Math, to be of any real value in life, is all about applied math,
>> >> which we learn through practicing those dreaded verbal problems.   
>> Use
>> >> SW to teach them, so that the Deaf child knows what you are talking
>> >> about.  Otherwise, the math problem just becomes an English  
>> problem,
>> >> and if you do not read English, you appear to be moronic.  Try TWO
>> >> PLUS TWO in Chinese and see how far you get.
>> >>
>> >>
>> >>
>> >> My daughter's teachers in Portland, Maine High School are  
>> encouraging
>> >> her to answer her science tests in SW -- because the goal is
>> >> achievement in the material taught in that particular class, not  
>> rote
>> >> memorization of English without any real comprehension.
>> >>
>> >>
>> >>
>> >> -- James
>> >>
>> >>
>> >>
>> >>
>> >>
>> >>
>> >>
>> >>
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>>
>>
>>
>
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