ERIC Number: ED285320
Record Type: RIE
Publication Date: 1986-Oct
Reference Count: N/A
Is Reading Proficiency in L1 Really Necessary for Reading Proficiency in L2, Especially When L1 Has No Written Form? A Perspective on American Sign Language and English.
Paul, Peter V.; Gramly, Charles F.
Despite the fact that American Sign Language (ASL) has no written component, it still may be possible for deaf students to develop English literacy skills. To assess the effects of ASL on the development of English, it is proposed that native, and possibly non-native, signers be educated in a bilingual minority-language immersion program which emphasizes developing and maintaining communicative competence in ASL and, eventually, developing English literacy and educational and cultural concepts. From preschool to approximately grade 3, all instruction would be delivered through immersion in the minority language (ASL). During grade 3, certain signing modifications can be made to help facilitate the transition to written English. Eventually both ASL and written English could be used more or less equally throughout the school day. Within this proposed model, the article describes several reading-related activities using ASL. A six-page reference list concludes the document. (JW)
Descriptors: American Sign Language, Bilingual Education Programs, Communicative Competence (Languages), Deafness, Elementary Secondary Education, English (Second Language), Language Proficiency, Literacy, Preschool Education, Reading Instruction, Reading Skills, Reading Strategies, Second Language Instruction
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the University of Delaware Symposium on Language Studies (Newark, DE, October, 1986).