Theory of Learning Language in Deaf Children - Literature review Example

Theory of learning language in deaf children Bimodal in deaf children INTRODUCTION The history of bimodal theory is well defined in writing. Its background is based on different mechanisms of expressing a language. The deaf children Deaf children have a way of communicating by thoroughly learning their own sign and oral language (Hanson, pg 14, (2004)). The deaf children signs differ from one community to another because each one of them has different cultures and beliefs they empress in that case. By the introduction and strategies put practice both oral and sign language has helped deaf children easily communicate and understand each other. The deaf children acquire unique characteristics which help them conceptualize their language effectively. They apply their skills and become competent in communicating among themselves and others. BACKGROUND AND DEFINATION Often, the users of sign language are bilingual since they can both use signs and write. Many of the deaf children in the world have not been offered a chance to learn and apply both an oral and sign languages at their earlier ages. Many deaf children find it difficult to master oral language compared to sign language hence having difficulties in communicating with hearing people in the society. They struggle expressing their language inefficiently (Knight& Swanwick pg 35). The research that was performed recently stated that there are many accrued advantages of deaf children knowing and applying both oral language and sign language. One advantage is that they will be flexible and combine the languages in order to easily communicate with their hearing parents about their needs. They will also be able to gain skills and useful knowledge about certain things in the world for their own benefits. This therefore enables them to know how to interact, socialize and work together with other people (Stokoe, & Battison, pg 78, (1980) There are some deaf children who are fast in mastering bimodal while some are dormant. Some also may be good at mastering only oral language while others good at sign language in relation to bimodal language. It therefore becomes a great challenge in communication and understanding when the two parties meet (Bastarache pg 45 (2008)). In Bimodal, the first knowledge of sign language will largely affect the deaf children in mastering and developing of oral language. The first language acquired by a deaf child dominates and opens up for the next one to come. Sign language can be used as time goes by before a deaf child acquires the oral language. When sign language is used by deaf children, it gives out different impressions and meaning. In America, the first language for the deaf known as American Sign Language in relation to bimodal was introduced. It may be employed in explaining things or expressing a certain emotion about somebody or something (Pust pg 69 (2008)) GOALS/AIMS OF BIMODAL The main goal of letting a deaf child develop and use both oral and sign languages is to improve each and every child’s linguistic proficiency. Research that has been carried out states that circumstances in which sign language prevent the development of a spoken language is provided. In respect to deaf children, if one is not exposed or access spoken language and visual language, he or she may suffer from late developmental processes. Without any alteration of either a spoken or visual language, the brain largely has the capacity to acquire and accommodate them (Bastarache, 79 (2008)).Complete access to any language by a deaf child, is provided by visual/sign language. A well outlined plan of enhancing good communication in relation to deaf children should be established. The plan should entail a clear description of how a deaf child develops and uses language. Deaf children should be guided and appropriately led to achieve goal development for each language they ought to acquire. Both at home and in school, deaf children should be given a systematic guideline to use for enhancing their capability in effective communication. The deaf children should also receive a description of recommended assistance and support important in fostering and developing both sign and oral language (Swanwick & Gregory pg 31 (2007). In taking into consideration about the welfare of deaf children, language and communication are the key factors. When a child is born deaf, one must provide a very warm, caring and loving environment and relationship. One should interact with the child in a meaningful manner so that he or she feels at home. If the child develops ability use both sign and spoken languages, one should know where and when to employ each one of them relevantly and appropriately (Hanson, pg 9 (2012)).The application of rapid use of both sign and oral languages at the same time may prevent a deaf child from developing or accessing any of the languages hence experiencing poor communication process. When one is employing sign language to a deaf child, he or she ensure the child has a clear view of hands and face and avoid dim or dark since it may make the communication difficult to be deployed ( Stokoe, Shenk, & Battison, 112 (1980) STRATEGIES FOR APLLYING BIMODAL IN THE DEAF There are many of the strategies to be followed to facilitate bimodal to deaf children. For example, in sign language, one is supposed to use gestures to substitute a sign which you do not know or not familiar to you in the context (Hanson, 134 (2012). Another one is to apply facial expressions and body movements/language to a deaf child. This hugely helps and promotes a deaf child’s awareness that sign communication is also examined through hands, face and body. One is supposed to use a moderate speed when using signs, not being too fast and not slow in that matter. Signs to deaf children should also be examined when children are looking at books or participating in a play. One should also sign anytime around deaf children even when one is not talking to them. This enables them to learn much of their language due to a wide range of exposure in the society (Marschark & Grosjea 35 (2014). THEORITICAL APPROACH IN BILINGUAL A research done by William C Stokoe, a pioneer of sign language among the first researchers stated that the deaf is a group with unique communication characteristics (Stokoe, pg 11. He further said that, their disability restricts them in the society since the never perceive or imitate sounds in any way. Amongst the deaf children, the disputed use of primary language in the educational process should be applied at all costs (Pust, 88 (2008)). For example the American Sign Language (ASL) was developed and introduced hence attracting much attention in the faculty of sign linguistics in relevance to the deaf. Sign language needs an organization of proper internal structure and a systematic set of rules to which units of communication are based and composed. In sign bimodal, a symbol represents a particular entity in conveying a certain message. In an oral language, it entails both a written and spoken process (Marschark, 2014, pg 67) Many linguists said that there are a series of iconicity when dealing with sign language. The iconicity meant that sign language was not a language in the real sense. (Pust, 2008, pg 45 line 5), It’s believed that a form of a symbol is a picture of some aspect. That argument is not necessarily true or proven right. There is an assumption that sign language among the deaf children lacks a proper system when comparing it to grammar consistence. In the eighteenth century, Abbe ‘de l’ pe’e started his research of sign language. He continued adopting individuals’ signs which enabled him teach the deaf the French language. His work gave many people motivation and encouraged them, especially the deaf in improving their communication skills in the society (Hanson, 54 (2012)). Some people have opposed the theory by not recognizing and ignoring sign language. Some of them include even those who are in the field as scholars. Certain grammatical relationships in sign language were hugely considered different from those in spoken languages by many scholars in the eighteenth and nineteenth century (Marschark, 12, (2004)). The American Sign Language entails primary linguistic features which help in fostering communication. It was discovered that American Sign Language in the United States of America, is a primary means of communication in the communication system. It was a medium of instruction for teaching deaf people in French (Marschark, 77, (2014)). Bimodal is presented in a unique grammatical concept for communication purposes. Age and intake are the factors hindering the acquisition of bimodal language. Bochner and Albertini said that the ‘acro level is typically used by the deaf of children of dead parents’, and that ‘meso varieties are used children at early stages of acquisition and by adults who have not learned ASL at an early age ( Knight & Swanwick, 2013, P.64, L.22 ). The exposure to both sign and oral languages takes place at an early age and remains constant if both the child and the parents are deaf. A representation of minority of the deaf is experienced since there is a small percentage of the total one. The minority though have an advantage since they are brought up by deaf parents hence a fast developing of a language for efficient communication. At home, a child may be exposed to oral language, if he or she has hearing parents in that case (Pust, 87 (2008). A deaf child may also develop an oral language from his or her peers who have thought themselves and acquired the language. Learning style, motivation, attitude, and cognitive style are the factors affecting bimodal learning process of the deaf children. The perception of language value, family language, restricted input, type and onset of hearing impairment and environment too affect the language learning process in bimodal (Stokoe, Shenk, & Battison, 45 (1980)) MODALITY IN RESPECT TO AUDITORY, WRITING AND TACTILE IN BIMODAL In the result of many bimodal experimental processes and studies, deaf children find it hard to properly organize syntax, morphology and arrange the order and functions of words. They make many mistakes in respect to grammar in their writing. Deaf children write short sentences which contains few conjunctions and interjections. When writing they also reiterate phrases and words within disclose in bimodal. They are also fond of using more nouns and employ fewer adverbs and conjunctions. This is different from the normal hearing children Bastarache, 52, (2008)). As the deaf children continue to grow, the composition of words become diverse and the length of their sentences increase as they write. Deaf children make anonymous errors in grammar by using inappropriate coordinating and subordinating conjunctions in many cases when writing. Thorough bimodal research in the field of literature, have compared manual production and oral production by parents in English.(Knight & Swanwick, 2013, P.28, L.2). In the absence of linguistic input, languages cannot be any way learned. These depend with the capability of the learner which helps in variation of functions of maturation and developing. Phonology, semantics, syntax and morphology help in developing and constructing a deaf child’s mind (Grosjean, 2010, P.15, L.4). At the psychological level, deaf children receive linguistic signals for the acquisition and regulation of skills purposes. The acquisition of sign language at the very first language is mostly experienced as deaf people give birth to hearing children. In this case, the children acquire oral language hence becoming bimodal bilingual. Without any prior knowledge of sign language, most deaf children are born into hearing families. Deaf children are given cochlear implants (CI) in Sweden among many countries worldwide (Pust, 2008, P.34, L.9). An acquisition of bilingual, in early childhood, occurs from birth to between three to six years of age according to studies. The exposure experienced before the age of three years, is long enough to form a first language. Acquisition of the second language is successively attained between the years of five and ten of age. After the age of ten, the third development of bilingual commences and it can be majorly compared to adult learning of a language. The boundary to adult learning at the age of twelve had been drawn by researchers; (Marschark, 2014, P.21). The rule in language acquisition of one-word phase in respect to early separation was claimed by both De Huouwer and Meisel (2009). Grammatical differentiation is achieved when there is a process of distinguishing bilingual first language acquisition (as cited in Knight & Swanwick, 2013, P.26, L.7). AN EXAMPLE AND THEORY OF BIMODAL APPLICATION An example, there is a songwriter and singer known as Nico in the United States of America. Through learning, developing and using sign and oral languages, Nico has established a good foundation in music. She is best famous and known for both her collaboration on the velvet underground’s debut and her wonderful vocals. Her deafness sometimes leads to be off-key. The deaf artist uses her skills to produce good music. She is best at playing a keyboard, vocals, tambourine and harmonium. In doing this, she keeps on practicing and training and discovering new carrier ideas to better her life. She has passion in doing her carrier. She perfects in the coordination of the instrumentals (Swanwick & Gregory 96 (2007)) ADVANTAGES OF BIMODAL MODELS The deaf may utter some words or do the signs. The dutch.ngt and code blending are some of the utterances produced by the deaf. Dutching entails an utterance of only spoken words with no signed elements used. There is no application of signs such as head shakes and gestures like pointing in that exists. On the other hand, NGT, is an utterance which contain only signs, no spoken elements should be employed. Code-blended is an utterance which entails a combination of both signs and words. The words may be produced with or without voice in a communication process. In Sweden, there is a large number of people who are deaf compared to other countries worldwide (Bastarach, 2088, P.10, L.4). An ecological model of Bronfenbrenner (1978) is taken as example to, in four environmental levels, display special education. Direct impacts on a child’s development in accordance to the environment are the first one. Traditions, free time activities, actions of habilitation and deaf family’s every day’s activities are some of the effect factors. Establishing good interventions and pre-schools of the deaf should be practiced effectively. Health care units should be increasingly built for the sake of the deaf. An effect on each other is felt when a series of levels interact within a certain ecological system in respect to communication (Stokoe & Battison, 13 (1980)).  BIMODAL EFFECTIVENESS IN THE DEAF In bimodal, as the deaf’s first language develops, he or she has a huge impact on the schools which are special. From early nineties, hearing parents learning bimodal were given much support to foster much language communication. Cochlear implant (CI), is termed as a high-technology hearing aid device implanted in the inner ear to deaf people ( Pust, C. pg 56,line ) A large number of deaf children in many countries receive CI. A social-cultural sign language, in respect to the bimodal communicative environment with the deaf children is largely influenced and formed by deaf parents. Hearing parents also has exercised sign language in one way or the other by a means of interaction. Inhibition of speech development through bimodal can be rapidly promoted by sign language as stated by the scholars: (John Benjamins. Pg 25, line 12) Conclusion In conclusion, bimodal in relevance to deaf children has successfully helped in developing sign and oral communication in the society. This has therefore helped deaf people acquire diversity in the education system. Very useful strategies as explained above have been put in place concerning the deaf’s education worldwide. This is for example seen by the introduction of American Sign Language and the Sweden Sign Language which helps both the hearing and the deaf understand language communication in details. The modality, meaning, the tactile, auditory and visual aspects have been well explained above. I think the deaf should be respected and loved by all of us. This will us maintain unity towards working to success. The deaf people in our society should receive equal treatment and considerations just as the hearing community. For example the deaf need to access equipment favorable to them for usage. Deaf institutions should be built in large numbers for the deaf to access education which can help them improve their lives physically, materially and mentally. References Hanson, J. R. (2012). The pragmatic role of code-switching and simultaneous production during play contexts of bimodal bilingual hearing children of deaf parents. Carbondale, Ill.: Southern Illinois University Carbondale]. http://opensiuc.lib.siu.edu/cgi/viewcontent.cgi?article=1968&context=theses Swanwick, R., & Gregory, S. (2007). Sign bilingual education: policy and practice. Coleford, Gloucestershire: https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CC0QFjAA&url=http%3A%2F%2Fwww.ebooksmagz.com%2Fpdf%2Fsign-bilingual-education-policy-and-practice-university-of-bristol-234620.pdf&ei=PpNVU_rJDeij0QWm44D4Dw&usg=AFQjCNFKZ2zsOkzkHInFOgxKdSuyaEIB6g&sig2=Y5xLnNfddNIwScGkjE4UKg Marschark, M. Grosjean, F. (2014). Bilingual life and reality. Cambridge, Mass.: Harvard University Press. https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&uact=8&ved=0CEMQFjAC&url=http%3A%2F%2Fwww.equinoxpub.com%2Fjournals%2Findex.php%2FSS%2Farticle%2FviewFile%2F16039%2F14062&ei=wpNVU5yQL7GS0QW8-oCoBA&usg=AFQjCNGupNE0kVe3fm6dsh9KSeENgOwWVw&sig2=sneu_tFWpcxyZF7MNmJWNw Knight, P., &Swanwick, R. (2013).Working with Deaf Children Sign Bilingual Policy into Practice.. Hoboken: Taylor and Francis. http://books.google.com/books?id=vbS1AQAAQBAJ&printsec=frontcover&dq=Working+with+Deaf+Children+Sign+Bilingual+Policy+into+%09Practice&hl=en&sa=X&ei=MJRVU_v_K6i90QX084DwBg&ved=0CCoQ6AEwAA Pust, C. (2008). Sign bilingualism language development, interaction, and maintenance in sign language contact situations. Amsterdam: John Benjamins. http://books.google.com/books?id=aoyUw-Mb9nQC&printsec=frontcover&dq=Sign+bilingualism+language+development,+interaction,+and+maintenance+in+sign+%09language+contact+situations&hl=en&sa=X&ei=XpRVU_nMCMnX0QW9s4HgBA&ved=0CCwQ6AEwAA Marschark, M. (2014). Bilingualism and bilingual deaf education. New York: Oxford University Press.  Marschark, M., & Lee, C. (in press, chapter 3). http://books.google.com/books?id=1Md9gDfsxYgC&pg=PA154&dq=Bilingualism+and+bilingual+deaf+education&hl=en&sa=X&ei=ppRVU5aWL6az0QXc7oHwDQ&ved=0CEYQ6AEwBQ Bastarache, M. (2008). The law of bilingual interpretation. Markham, Ont.: LexisNexis Canada. http://books.google.com/books?id=4FLONAAACAAJ&dq=The+law+of+bilingual+interpretation&hl=en&sa=X&ei=6ZRVU-MixJPRBeCVgYAD&ved=0CC8Q6AEwAQ Stokoe, W. C., Shenk, C. L., & Battison, R. (1980). Sign language and the deaf community: essays in honor of William C. Stokoe. Silver Spring, Md.: National Association of the Deaf. http://books.google.co.ke/books?id=UeJgl9LiX0kC&printsec=frontcover&dq=Stokoe,+W.+C.,+Shenk,+C.+L.,+%26+Battison,+R.+(1980).+Sign+language+and+the+deaf+community:&hl=en&sa=X&ei=8JdXU4m9G4u_ygOPtIIg&redir_esc=y#v=onepage&q&f=false Read More