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ERIC Number: ED415716
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 22
Abstractor: N/A
Reference Count: N/A
Negotiating Meaning in a Deaf Bilingual Setting.
Baldwin, Leslie D.
A qualitative study was undertaken in a bilingual school for the deaf to examine how meaning is negotiated during literacy events in this setting. Analysis was conducted with reference to Vygotsky's theory of the Zone of Proximal Development, similar to the theory of scaffolding, in which one who is more "expert" enables one or more "apprentices" to learn or do more than they could on their own. Data were gathered through classroom observation, teacher interviews, and documentation of students' hearing status. The three teacher informants were third-, seventh- and ninth-grade teachers. It was found that each teacher used different kinds of leading (scaffolding) within routines to achieve linguistic purposes. One teacher's method featured basic development and awareness of language and communicative competence in the context of emerging literacy. A second approach was the use of discussion and discovery to help students negotiate meaning and develop metalinguistic awareness. The third was to build on pre-existing metalinguistic awareness to encourage negotiation of meaning in more advanced reading and writing, grounded in whole literature and students' own writing. These carefully selected and structured tasks provided the opportunity for more able language users to be models and act as teachers. Contains 17 references. (MSE)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A