RESUMEN
Hearing parents with deaf children face difficult decisions about what language(s) to use with their child. Sign languages such as American Sign Language (ASL) are fully accessible to deaf children, yet most hearing parents are not proficient in ASL prior to having a deaf child. Parents are often discouraged from learning ASL based in part on an assumption that it will be too difficult, yet there is little evidence supporting this claim. In this mixed-methods study, we surveyed hearing parents of deaf children (n = 100) who had learned ASL to learn more about their experiences. In their survey responses, parents identified a range of resources that supported their ASL learning as well as frequent barriers. Parents identified strongly with belief statements indicating the importance of ASL and affirmed that learning ASL is attainable for hearing parents. We discuss the implications of this study for parents who are considering ASL as a language choice and for the professionals who guide them.
RESUMEN
The study investigated the "hundred languages of Deaf children" (Malaguzzi, 1993) in two schools using the Reggio Emilia approach to early childhood education, which originated in Italy. One principle of this approach, "the hundred languages of children," supports young children in expressing their ideas and thoughts in different ways. The hundred languages include expression through written, spoken, and signed languages, among many other means, and children are empowered to express themselves using these multiple channels. The researchers employed ethnographic study methods: Multiple early childhood classrooms were observed, and focus groups were conducted with school leaders, teachers, and families. The study findings are valuable in that they provide a better understanding of why both schools chose the Reggio Emilia approach with Deaf children and how both schools used it. Both schools regarded Deaf children as capable learners and expected much of them.
Asunto(s)
Conducta Infantil , Lenguaje Infantil , Sordera/psicología , Niños con Discapacidad/educación , Niños con Discapacidad/psicología , Intervención Educativa Precoz/métodos , Educación de Personas con Discapacidad Auditiva/métodos , Personas con Deficiencia Auditiva/psicología , Factores de Edad , Antropología Cultural , Niño , Preescolar , Comprensión , Femenino , Grupos Focales , Humanos , Italia , Aprendizaje , Masculino , Relaciones Padres-Hijo , Padres/psicología , Maestros/psicología , Lengua de Signos , Habla , Grabación en VideoRESUMEN
This study investigated 17 Deaf (1) families in North America with cochlear-implanted children about their attitudes, beliefs, and practices on bimodal bilingualism (defined as using both a visual/manual language and an aural/oral language) in American Sign Language (ASL) and English. A survey and follow-up interviews with 8 families were conducted. The majority of the Deaf families exhibited positive beliefs toward bimodal bilingualism, where they set high expectations for their children to become equally fluent in both languages. However, their perspectives about the purpose for each language differed; they viewed English as a "survival language" and ASL as a "cultural language" but supported the use of both languages at home as part of their children's lives.