BILINGUAL CURRICULUM MATERIALS SUPPORTING SIGNED LANGUAGE AS A FIRST LANGUAGE FOR DEAF STUDENTS: The integration of technology, learning and teaching
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Momento (Rio Grande. Online) |
Texto Completo: | https://periodicos.furg.br/momento/article/view/14506 |
Resumo: | Considering Deaf children and adults as bilingual - their first language is a Signed Language (SL) and the second language is learned via print - provides professionals with a paradigm to be used for creating better learning opportunities. In this paper, Greek Sign Language ((G)SL)) [1] as a first language (L1) is the base language we use to present certain bilingual methodological teaching and learning considerations. This work is the result of a long journey from the initial thinking of the American Sign Language Curriculum and its influence on the development of the (G)SL curriculum in Greece. The paper offers discussion of innovative educational multimedia material that are easily accessed via online web portals, developed for teaching (G)SL as an L1 to pre-school and primary school Deaf children. In this work, SL as L1 is a resource that fully enables Deaf children to learn an L2 via print, supporting their bilingual acquisition capabilities. In developing curricula and supporting materials, we consider two important foundational components: Deaf native signers and near native signers as language role models for Deaf children, parents and teachers; and the development and interaction with digital educational materials. Thus, collaboration between educational and technology professionals and members of the Deaf community is critical. This bilingual model can be incorporated into any SL. (G)SL) is used as a model to display innovative practices merging SL (L1), print (L2), technology and creative instructional and assessment materials, maximized by understanding the visual nature of SL and its advantages for school learning. The penultimate goal is Deaf students to become successful bilingual learners to fully function in the world today and tomorrow. [1] In this paper, we will use (G)SL to indicate that we are discussing Greek Signed Language but content and technology can be used for any SL. |
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BILINGUAL CURRICULUM MATERIALS SUPPORTING SIGNED LANGUAGE AS A FIRST LANGUAGE FOR DEAF STUDENTS: The integration of technology, learning and teachingSigned Language as first language. Signed Language curriculum. Signed Language learning. Bilingual Deaf teaching material. Deaf Signed Language role modelsConsidering Deaf children and adults as bilingual - their first language is a Signed Language (SL) and the second language is learned via print - provides professionals with a paradigm to be used for creating better learning opportunities. In this paper, Greek Sign Language ((G)SL)) [1] as a first language (L1) is the base language we use to present certain bilingual methodological teaching and learning considerations. This work is the result of a long journey from the initial thinking of the American Sign Language Curriculum and its influence on the development of the (G)SL curriculum in Greece. The paper offers discussion of innovative educational multimedia material that are easily accessed via online web portals, developed for teaching (G)SL as an L1 to pre-school and primary school Deaf children. In this work, SL as L1 is a resource that fully enables Deaf children to learn an L2 via print, supporting their bilingual acquisition capabilities. In developing curricula and supporting materials, we consider two important foundational components: Deaf native signers and near native signers as language role models for Deaf children, parents and teachers; and the development and interaction with digital educational materials. Thus, collaboration between educational and technology professionals and members of the Deaf community is critical. This bilingual model can be incorporated into any SL. (G)SL) is used as a model to display innovative practices merging SL (L1), print (L2), technology and creative instructional and assessment materials, maximized by understanding the visual nature of SL and its advantages for school learning. The penultimate goal is Deaf students to become successful bilingual learners to fully function in the world today and tomorrow. [1] In this paper, we will use (G)SL to indicate that we are discussing Greek Signed Language but content and technology can be used for any SL.Universidade Federal do Rio Grande2022-07-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.furg.br/momento/article/view/1450610.14295/momento.v31i02.14506Momento - Diálogos em Educação; Vol. 31 No. 02 (2022): Dossiê Temático: O CURRÍCULO DE LÍNGUA DE SINAIS NA ESCOLA: reflexões, proposições e desafios; 500 - 527Momento - Diálogos em Educação; v. 31 n. 02 (2022): Dossiê Temático: O CURRÍCULO DE LÍNGUA DE SINAIS NA ESCOLA: reflexões, proposições e desafios; 500 - 5272316-3100reponame:Momento (Rio Grande. Online)instname:Universidade Federal do Rio Grande (FURG)instacron:FURGporhttps://periodicos.furg.br/momento/article/view/14506/9707Copyright (c) 2022 Momento - Diálogos em Educaçãohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessHoffmeister, Robert JKaripi, SpyridoulaKourbetis, Vassilis2022-07-29T12:16:58Zoai:ojs.periodicos.furg.br:article/14506Revistahttps://periodicos.furg.br/momentoPUBhttps://periodicos.furg.br/momento/oai||momento.educacao@furg.br2316-31000102-2717opendoar:2022-07-29T12:16:58Momento (Rio Grande. Online) - Universidade Federal do Rio Grande (FURG)false |
dc.title.none.fl_str_mv |
BILINGUAL CURRICULUM MATERIALS SUPPORTING SIGNED LANGUAGE AS A FIRST LANGUAGE FOR DEAF STUDENTS: The integration of technology, learning and teaching |
title |
BILINGUAL CURRICULUM MATERIALS SUPPORTING SIGNED LANGUAGE AS A FIRST LANGUAGE FOR DEAF STUDENTS: The integration of technology, learning and teaching |
spellingShingle |
BILINGUAL CURRICULUM MATERIALS SUPPORTING SIGNED LANGUAGE AS A FIRST LANGUAGE FOR DEAF STUDENTS: The integration of technology, learning and teaching Hoffmeister, Robert J Signed Language as first language. Signed Language curriculum. Signed Language learning. Bilingual Deaf teaching material. Deaf Signed Language role models |
title_short |
BILINGUAL CURRICULUM MATERIALS SUPPORTING SIGNED LANGUAGE AS A FIRST LANGUAGE FOR DEAF STUDENTS: The integration of technology, learning and teaching |
title_full |
BILINGUAL CURRICULUM MATERIALS SUPPORTING SIGNED LANGUAGE AS A FIRST LANGUAGE FOR DEAF STUDENTS: The integration of technology, learning and teaching |
title_fullStr |
BILINGUAL CURRICULUM MATERIALS SUPPORTING SIGNED LANGUAGE AS A FIRST LANGUAGE FOR DEAF STUDENTS: The integration of technology, learning and teaching |
title_full_unstemmed |
BILINGUAL CURRICULUM MATERIALS SUPPORTING SIGNED LANGUAGE AS A FIRST LANGUAGE FOR DEAF STUDENTS: The integration of technology, learning and teaching |
title_sort |
BILINGUAL CURRICULUM MATERIALS SUPPORTING SIGNED LANGUAGE AS A FIRST LANGUAGE FOR DEAF STUDENTS: The integration of technology, learning and teaching |
author |
Hoffmeister, Robert J |
author_facet |
Hoffmeister, Robert J Karipi, Spyridoula Kourbetis, Vassilis |
author_role |
author |
author2 |
Karipi, Spyridoula Kourbetis, Vassilis |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Hoffmeister, Robert J Karipi, Spyridoula Kourbetis, Vassilis |
dc.subject.por.fl_str_mv |
Signed Language as first language. Signed Language curriculum. Signed Language learning. Bilingual Deaf teaching material. Deaf Signed Language role models |
topic |
Signed Language as first language. Signed Language curriculum. Signed Language learning. Bilingual Deaf teaching material. Deaf Signed Language role models |
description |
Considering Deaf children and adults as bilingual - their first language is a Signed Language (SL) and the second language is learned via print - provides professionals with a paradigm to be used for creating better learning opportunities. In this paper, Greek Sign Language ((G)SL)) [1] as a first language (L1) is the base language we use to present certain bilingual methodological teaching and learning considerations. This work is the result of a long journey from the initial thinking of the American Sign Language Curriculum and its influence on the development of the (G)SL curriculum in Greece. The paper offers discussion of innovative educational multimedia material that are easily accessed via online web portals, developed for teaching (G)SL as an L1 to pre-school and primary school Deaf children. In this work, SL as L1 is a resource that fully enables Deaf children to learn an L2 via print, supporting their bilingual acquisition capabilities. In developing curricula and supporting materials, we consider two important foundational components: Deaf native signers and near native signers as language role models for Deaf children, parents and teachers; and the development and interaction with digital educational materials. Thus, collaboration between educational and technology professionals and members of the Deaf community is critical. This bilingual model can be incorporated into any SL. (G)SL) is used as a model to display innovative practices merging SL (L1), print (L2), technology and creative instructional and assessment materials, maximized by understanding the visual nature of SL and its advantages for school learning. The penultimate goal is Deaf students to become successful bilingual learners to fully function in the world today and tomorrow. [1] In this paper, we will use (G)SL to indicate that we are discussing Greek Signed Language but content and technology can be used for any SL. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-07-28 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.furg.br/momento/article/view/14506 10.14295/momento.v31i02.14506 |
url |
https://periodicos.furg.br/momento/article/view/14506 |
identifier_str_mv |
10.14295/momento.v31i02.14506 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.furg.br/momento/article/view/14506/9707 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Momento - Diálogos em Educação https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Momento - Diálogos em Educação https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal do Rio Grande |
publisher.none.fl_str_mv |
Universidade Federal do Rio Grande |
dc.source.none.fl_str_mv |
Momento - Diálogos em Educação; Vol. 31 No. 02 (2022): Dossiê Temático: O CURRÍCULO DE LÍNGUA DE SINAIS NA ESCOLA: reflexões, proposições e desafios; 500 - 527 Momento - Diálogos em Educação; v. 31 n. 02 (2022): Dossiê Temático: O CURRÍCULO DE LÍNGUA DE SINAIS NA ESCOLA: reflexões, proposições e desafios; 500 - 527 2316-3100 reponame:Momento (Rio Grande. Online) instname:Universidade Federal do Rio Grande (FURG) instacron:FURG |
instname_str |
Universidade Federal do Rio Grande (FURG) |
instacron_str |
FURG |
institution |
FURG |
reponame_str |
Momento (Rio Grande. Online) |
collection |
Momento (Rio Grande. Online) |
repository.name.fl_str_mv |
Momento (Rio Grande. Online) - Universidade Federal do Rio Grande (FURG) |
repository.mail.fl_str_mv |
||momento.educacao@furg.br |
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1798944873099821056 |