Learning English from signed English: An impossible task?

D Power; Mervyn B Hyde; G Leigh

doi:10.1353/aad.0.0008

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Learning English from signed English: An impossible task?

Journal article

Peer reviewed

Learning English from signed English: An impossible task?

D Power, Mervyn B Hyde and G Leigh

American Annals of the Deaf, Vol.153(1), pp.37-47

2008

DOI: https://doi.org/10.1353/aad.0.0008

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Abstract

deaf education

deafness

language development

sign language

teaching methods

A sample of elementary school- and high school-age deaf students in special education programs in the Australian state of Queensland using Australasian Signed English (ASE) took the Test of Syntactic Abilities (Quigley, Steinkamp, Power, & Jones, 1978) and wrote a story in response to a wordless picture sequence. Several analyses of the students' test scores and of the written language of their stories were undertaken. It was found that classroom use of ASE was of benefit to these students in developing English and telling a story in writing, but that there were complex aspects of syntax that required special teaching. The implications for the use of Signed English systems and the teaching of English to deaf students who use Signed English communication are examined.

Details

Title: Learning English from signed English: An impossible task?
Authors: D Power (Author) - Griffith University
Mervyn B Hyde (Author) - Griffith University
G Leigh (Author) - University of Newcastle
Publication details: American Annals of the Deaf, Vol.153(1), pp.37-47
Publisher: Gallaudet University Press
Date published: 2008
DOI: 10.1353/aad.0.0008
ISSN: 0002-726X
Organisation Unit: School of Education - Legacy; University of the Sunshine Coast, Queensland
Language: English
Record Identifier: 99449990202621
Output Type: Journal article

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