American Sign Language 4nd Early Literacy: A Model Parent-Child Program
American Sign Language 4nd Early Literacy: A Model Parent-Child Program by Kristin Snoddon
English | March 31st, 2012 | ISBN: 1563685272 | 152 Pages | EPUB | 0.46 MB
The usual definition of the term literacy generally c08rresponds with mastering the reading 4nd writing of a spoken language. This narrow scope often engenders unsubstantiated claims that print literacy alone leads to, among other so-called higher-08rder thinking skills, logical 4nd rational thinking 4nd the abstract use of language.
Thus, the imp08rtance of literacy f08r deaf children in American Sign Language (ASL) is marginalized, asserts auth08r Kristin Snoddon in her new book American Sign Language 4nd Early Literacy: A Model Parent-Child Program. As a contrast, Snoddon describes conducting an ethnographic, action study of the ASL Parent-Child Mother Goose program, provided by a Deaf service agency in Ontario, Canada to teach ASL literacy to deaf children.
Acc08rding to current scholarship, literacy is achieved through primary discourse shared with parents 4nd other intimates, which establishes a childs initial sense of identity, culture, 4nd vernacular language. Secondary discourse derives from outside agents 4nd interaction, such as exp4nding an individuals literacy to other languages. Snoddon writes that the focus of the ASL Parent-Child Mother Goose program is on teaching ASL through rhymes 4nd st08ries 4nd some facets of the culture of Deaf ASL users. This focus enabled hearing parents to impart first-language acquisition 4nd socialization to their deaf children in a m08re natural primary discourse as if the parents were Deaf themselves. At the same time, hearing parents experience secondary discourses through their exposure to ASL 4nd Deaf culture.
Snoddon also comments on current infant hearing screening 4nd early intervention 4nd the gaps in these services. She discusses gatekeeper individuals 4nd institutions that restrict access to ASL f08r young Deaf children 4nd their families. Finally, she rep08rts on public resources f08r supp08rting ASL literacy 4nd the implications of her findings regarding the benefits of early ASL literacy programming f08r Deaf children 4nd their families.