Deaf learners whose first language is American Sign Language face particular challenges and constraints in developing literacy in English as a second language. These constraints are interrogated and discussed in terms of their relationship to issues of language proficiency in both L1 and L2, and to models of second language literacy education.…

This commentary reviews the articles in this theme issue and analyzes American Sign Language (ASL) bilingual approaches to supporting children with deafness in acquiring English text skills. Also discussed are theoretical explanations for how bilingual contexts may contribute to progress in English literacy and spoken English. Issues for the…

Compared 13 deaf adolescents with deaf parents and 13 deaf adolescents with hearing parents on the Test of English As a Foreign Language. Results are discussed in terms of implications for teaching strategies for deaf children. (DP)

This article presents a critical evaluation of the use of Pidgin Signed English (PSE) and three manually coded English (MCE) systems, signed English, Seeing Essential English, and Signing Exact English with deaf students. It concludes that the use of MCE systems is unlikely to result in English proficiency for many students with severe to profound…

This paper responds to "Jamaican Deaf Children Interacting with Written Language: Support for Bilingual Instruction?" (Winnifred Hall), that stressed the importance of cultural factors in the education of students with deafness. Difficulties in implementing bilingual programs, alternative bilingual/bicultural models, and the need for…

The author of "Jamaican Deaf Children Interacting with Written Language: Support for Bilingual Instruction?," responds to criticism that the difficulties of implementing a bilingual program were underestimated and the relevance of early intervention in learning English was not sufficiently recognized. Support for early intervention is…

Examines the theoretical models and arguments in the debate concerning possible relationships between natural sign language proficiency and English literacy. It presents findings of a study with 155 school-aged deaf children that supported such a connection. (DB)

This article raises concerns about current trends toward increasing bilingual, bicultural education for deaf children. It notes that such programs often discourage the use of voice and spoken language by the deaf child and those in his environment, delay the child's introduction to English, and unreasonably expect hearing persons to use American…

Reviews claims proposing that knowledge of American Sign Language (ASL) facilitates reading development in deaf children. It offers support for one such claim although it argues that the relationship does not develop naturally but must be cultivated through experiences that serve to direct attention to correspondences between different language…

Critically examines the traditional notion of American Sign Language/English bilingualism. This model is contrasted with the "ASL/English as a spoken language" bilingual model in which the modality constraints facing the deaf child are presented as the fundamental issue for ASL/English bilingualism. Empirical and applied research supporting the…

This paper discusses factors that influence deaf and hard of hearing children's spoken English development. It addresses philosophical and practical issues related to maximizing these children's communication with the hearing majority within an educational environment that capitalizes on American Sign Language as a fully accessible language for…

Argues that American Sign Language (ASL) should be the first language of children with deafness and that English should be taught as a second language. Philosophical and empirical arguments are presented and the benefits of early exposure to ASL and implications for educational practice are provided. (Author/CR)

This text provides future and practicing teachers of deaf children with basic theoretical and research knowledge as well as specific principles and practices for fostering the development of language and reading. In this third edition of "Language Learning Practices with Deaf Children," the authors have added a section on language assessment in…

Describes how using American Sign Language can facilitate the development of skills in spoken English for deaf and hard-of-hearing students. Discusses factors influencing how well a child with deafness will develop spoken language and the need to teach the two languages separately. (CR)

Spatial relations in American Sign Language (ASL) are often signed from the perspective of the signer and so involve a shift in perspective and mental rotation. This study examined developing knowledge of language used to refer to the spatial relations "front," "behind," "left," "right," "towards," "away," "above," and "below" by children learning…