American Sign Language (ASL) development: Deaf students’ ASL skills across age and time and implications for ASL instruction

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Jennifer S Beal
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引用次数: 4

Abstract

ABSTRACT Few American Sign Language (ASL) assessments are readily available for educators to administer and score to document deaf students’ skill levels and direct ASL instruction. Even fewer studies include deaf students with intellectual disabilities or document deaf students’ ASL skills across time. The present study reports deaf school-aged students’ receptive and expressive ASL skills using two readily-available assessments, the American Sign Language Receptive Skills Test (ASL-RST) and an ASL handshape sign generation task. Students attended a residential school for the deaf with a bilingual (i.e. ASL and written English) philosophy in the United States and were assessed across a four-year period. Results for a longitudinal subset of 29 students across three consecutive years are also included. In general, receptive skills strongly and significantly correlated with age, while more variation was found in expressive ASL phonological skills. Longitudinally, most students increased their receptive and expressive skills. Scores did not correspond with years at the school site, which was used as a proxy for years of ASL exposure. Results provide an age-band basis by which educators and researchers can compare deaf children’s sign language skills with their same-aged deaf peers on two readily available ASL assessments. Researchers can replicate this process for children and youth who use other sign languages as well. Implications for sign language instruction and future research are addressed.
美国手语发展:聋人学生跨年龄、跨时间的美国手语技能及其对美国手语教学的启示
很少有美国手语(ASL)评估可供教育工作者管理和评分,以记录聋哑学生的技能水平和指导ASL教学。甚至更少的研究包括有智力障碍的失聪学生或记录失聪学生的美国手语技能。本研究采用美国手语接受技能测试(ASL- rst)和手语手势生成任务两种可用的评估方法,对聋哑人学龄学生的美国手语接受和表达能力进行了研究。学生们在美国的一所聋人寄宿学校接受双语教育(即美国手语和书面英语),并接受为期四年的评估。对29名学生连续三年的纵向子集的结果也包括在内。一般来说,接受能力与年龄有显著的相关性,而表达性美国手语语音技能的差异更大。纵向上,大多数学生提高了他们的接受和表达能力。分数与在学校的年数不相符,而学校年数被用来代表接触美国手语的年数。研究结果提供了一个年龄段的基础,教育工作者和研究人员可以通过两种现成的美国手语评估来比较失聪儿童与同龄失聪儿童的手语技能。研究人员可以在使用其他手语的儿童和青少年身上重复这个过程。对手语教学和未来研究的启示进行了讨论。
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来源期刊
Deafness & Education International
Deafness & Education International EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.70
自引率
7.10%
发文量
14
期刊介绍: Deafness and Education International is a peer-reviewed journal published quarterly, in alliance with the British Association of Teachers of the Deaf (BATOD) and the Australian Association of Teachers of the Deaf (AATD). The journal provides a forum for teachers and other professionals involved with the education and development of deaf infants, children and young people, and readily welcomes relevant contributions from this area of expertise. Submissions may fall within the areas of linguistics, education, personal-social and cognitive developments of deaf children, spoken language, sign language, deaf culture and traditions, audiological issues, cochlear implants, educational technology, general child development.
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