Danling Fu hits it on the nose when introducing Four Stages of ELL’s Writing Development. It is exactly what the teachers of Deaf and Hard of Hearing (DHH) need to learn. The parallel between the Fu’s Four Stages and the idea of how to teach DHH English Language are similar. The only difference is that Fu focused on foreign students only.
There is no research to prove that Fu’s Four Stages are exactly what works for DHH students. However, through the experiences, I have been working with DHH students and the pieces of training I received from the Bedrock Literacy founder, Kristi DiPerri, I can see clearly that is what works best for DHH students. (www.bedrockliteracy.com)
The way Kristin DI Perri has taught me through the training I received from her using the Bedrock Literacy Curriculum is incredibly similar to Danling Fu’s Four Stages of ELL’s Writing Development. For example, Kristin Di Perri believes in allowing the students to be able to write expressing their thoughts freely through their first language, American Sign Language. Because ASL is not a written communication, there are symbols that can be used to help to write down what they already know how to sign but don’t know how to spell the word. It is called ASL Classifiers.
ASL Classifiers are signs that use handshapes. For example, to sign, “tree”, the handshape is 5 with an arm bend into L shaped and the elbow sitting on the back of the palm of another hand. The hand with CL:5 moves in a half arc back and forth quickly. See this video for visual aid. https://www.signingsavvy.com/sign/TREE/5405/1.
For more information about ASL classifiers, check out athttps://www.lifeprint.com/asl101/pages-signs/classifiers/classifiers-frame.htm.
In writing activities such as quick write and/or daily journal, if a student knows the sign for a word, but she doesn't know how to spell it, she writes down, “I see CL:5 and it is so big.” Also, the students can draw a picture of the handshapes. When students complete their writing activities, the teachers have a mini one-to-one conference with the students. When they sign the words they don’t know how to spell, the teachers will help with the spelling. Then the students write down the words in printed English as part of vocabulary list activity.
For example: CL:5 = tree.
The cool thing about this activity is that the students can use reference by looking back to their previous vocabulary list for specific words they learned earlier.
The samples of a Deaf student’s quick write:
September 2017
Like Fu’s Stage 2 of Writing Development: Code-Switching or Mixed-Language, the DHH students have proven successful at making the transition from using their first language using ASL classifiers into prints English words. As for Fu’s Stage 3: interlanguage, the students’ English syntax is still in the first language-mode, but the students are in progress in learning how to put them in order through daily mini-grammar lessons.
Not only this but also, there is another method I used with my students who are fluent in American Sign Language than in written English. As Fu mentions, the students express themselves better in their own native language. Also, by allowing them to use their native language, it reduces the cognitive demand when they write. I encouraged my students to do video clips in ASL first. Then, I have them watch their videos and translate them into written English. They can easily rewind and pause anytime they want when writing down what they said in the video clips. In the video clips, I see their full cognitive thinking process.
Before I read Danling Fu’s textbook, I have had my own doubts if these methods I learned from DiPerri and the idea of using ASL video first to help with writing skills ever worked. Right now, thanks to Fu, I can see that these methods are effective, regardless of requiring a lot of work and time-consuming. The results speak by themselves in the long run. There is no proven evidence to support the claim that DiPerri knew Fu's four stages, but it appears their research and conclusion align strongly.
The research related to teaching English to the DHH in Deaf Education is very limited. Many researchers on teaching strategies to the DHH are either not effective or not accurate. This has pushed me into wanting to find the best way to teach the DHH students English. I have tried so many things in four years of my English teaching experience. Through this course and reading Danling Fu’s Four Stages of ELL’s Writing Development, I see that there are many important points that strike true for the DHH people. For example, Fu mentioned that some students may have limited first-language literacy. They are called Students with Interrupted Formal Education (SIFE). Many DHH did not have a strong first language, either. They were mostly language deprived at an early age. Fu’s SIFE fits perfectly to identify DHH students’ educational backgrounds. Using Fu’s Four Stages of Writing Development is the way. Another point that I take away with me is that Fu discussed children need to have oral language proficiency first before they can express ideas in writing. BINGO! The parallel is the same as the Deaf Education. Although they don’t do oral language, they do sign language. Once the DHH students have sign language proficiency, then they will express ideas in writing better as well.
Fu’s advice, to start with the students can do and build the content knowledge through learning and writing in the first language, no matter what age or grade level they are in, is exactly what I do every day as a Bilingual English teacher. I strive to find the best tools in hopes to see the breakthrough in Deaf Education. I strongly believe I have found the answers I have looked for through Danling Fu’s textbook. Maybe I have discovered the golden key to the door of teaching English to the DHH students.
I believe I have rambled way too much on my thoughts on the reading of Danling Fu.
I want to add that the Martinez article is heart-touching and makes me feel angry at the racists all over the world. It is very cruel, inhumane of anyone, especially, the educators, to put their students down. Their job is supposed to teach and promote their students, not destroy them. Shame!
I will be sure to keep in mind to support my diverse students all the way like Martinez suggested. I definitely will be sure to ensure that all of my students have full self-confidence and strong self-esteem.
Talking about oral proficiency reminds of something that my professor in my special ed class said yesterday. That language is something that comes naturally to us. All babies have to do is observe and mimic and they get it and even acquiring other languages through repeated use and exposure it can easily happen, but writing isn't natural in the sense that it has to be taught. Fu talked about how taxing it is for students to have to think in their first language of what they want to say and translate it, then remembering and putting it down on paper. That's hard even for native speakers and she reminds us that everyone has moments where their mind just goes blank. By giving students the opportunity to translanguage and not being afraid to not understand what a student is saying, that student gets to demonstrate the complexity they are capable of when their brains aren't working overtime. As always, very good and unique insights.
ReplyDeleteWhether it be ESL or ASL, I agree with you, and Fu, that it's important to try and focus on what the student knows and is able to do already, and from there start working on what steps they can take to further their writing. Everyone needs to have the basics down. If a student knows them, they can go to the next step. If they don't, we need to help them learn them, and guide them to the right place. It isn't about bumping them along, to keep your class up to speed. You risk students not being able to comprehend what you're teaching, or even what you're saying. Even if it holds you back, it's important to be patient. Sorry for rambling, but I enjoyed your blog, and that specific point was my favorite!
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