A Case Study of Extended Discourse in an ASL/English Bilingual Preschool Classroom PDF Free

A Case Study of Extended Discourse in an ASL/English Bilingual Preschool Classroom PDF
By:Raychelle L. Harris
Published on 2010 by

|This study is based on the premise that deaf children, like hearing children, need rich and quality language at an early age that replicates some of the demands of literacy such as the ability to understand and use language |beyond the here and now| (Snow, Tabors & Dickinson, 2001, p. 2). The kind of language use wherein adults and children are engaged in cognitively challenging discourse is called extended discourse by the Home-School Study of Language and Literacy Development team (Snow, et al, 2001). Currently, there is high interest within the Sign Language communities in the United States and Canada in the fields of Deaf education and ASL linguistics about extended discourse, that is discourse in ASL that replicates some of the demands of literacy, and in the application of this knowledge to enhance quality of teaching (Cummins, 2006; Garate, 2007; Kuntze, 2004). Since there have been no studies of extended discourse in American Sign Language (ASL), we know little about the nature of extended discourse for ASL-speaking preschool deaf children and their teachers in classroom settings. This mixed methods case study of two Deaf preschool teachers and twelve deaf students presents a detailed analysis of extended discourse and pedagogical practice within the context of an ASL/English bilingual preschool classrooms. Preliminary data analysis revealid that the teachers recognized a variety of communicative acts as opportunities to extend the children's knowledge, involved them actively in extended discourse, and engaged them in literate thought. Further data analysis of over one thousand extended discourses between teachers and students revealed the frequency of extended discourse during certain classroom activities, certain types of extended discourse used by teachers and students, sentence types commonly used in extended discourse, and various ASL/English omediation techniques used by the teachers. The characteristics that facilitate extended revealed that the teachers recognized a variety of communicative acts as opportunitiesuto extend the children's knowledge, involved them actively in extended discourse, and engaged them in literate thought. Further data analysis of over one thousand extended discourses between teachers and students revealed the frequency of extended discourse during certain classroom activities, certain types of extended discourse used by teachers and students, sentence types commonly used in extended discourse, and various ASL/English mediation techniques used by the teachers. The characteristics that facilitate extended discourse revealed that ASL competence is significantly associated with frequency of extended discourse. Implications of these findings contribute support to the need of a new pedagogical framework for teaching bilingual preschool deaf children. --Abstract|.

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