Changing languages sept 11th

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  • Deafness Cognition and Language Research Centre
  • Changing languages sept 11th

    1. 1. 1ESRC Deafness Cognition and Language Research Centre Changing Languages and Identities Kate Rowley, Indie Johal and Bencie Woll
    2. 2. 2 Aim of project ESRC Deafness Cognition and Language Research Centre To look at the language, identity and self esteem of young, deaf people in different educational settings Why? History of Deaf Education Does education have an impact on language and identity? Implications of mainstream education – are young, deaf people getting the support they need to succeed?
    3. 3. 3 Participants ESRC Deafness Cognition and Language Research Centre All participants 16-20 years of age 11 participants attend 6th form at a deaf, oral school 7 participants attend various mainstream colleges and use Communication Support Workers (CSWs) to access lectures 3 participants attended deaf, signing schools (now attending mainstream colleges) More participants needed for latter 2 groups
    4. 4. 4 Interview and Assessment ESRC Deafness Cognition and Language Research Centre Qualitative and Quantitative methodology Interview – background information and questions linked to current and past educational experiences Self Esteem Questionnaire Identity Questionnaire Language and Cognitive Assessments
    5. 5. 5 Self Esteem ESRC Deafness Cognition and Language Research Centre There doesn’t seem to be any significant differences between the three groups Those who attended a deaf, signing school had high levels of self esteem however there are only 3 people in this group
    6. 6. 6 Deaf Acculturation Scale ESRC Deafness Cognition and Language Research Centre Questionnaire adapted from Maxwell-McCaw and Zea (2011). Based on Glickman’s original Questionnaire ‘Deaf Acculturation Scale’ (DAS) Deaf acculturated Hearing acculturated Marginalised Bicultural
    7. 7. 7 DAS results ESRC Deafness Cognition and Language Research Centre Preliminary results – overall 8 DA, 6 HA, 4 BC Deaf Oral No. of people Deaf Acculturated 3 Hearing Acculturated 3 Bicultural 2 Deaf Signers Deaf Acculturated 3 Hearing Acculturated 0 Bicultural 0 Deaf Mainstream Deaf Acculturated 2 Hearing Acculturated 3 Bicultural 2 Deaf Family Deaf Acculturated 4 Hearing Acculturated 1 Bicultural 2 Hearing Family Deaf Acculturated 4 Hearing Acculturated 6 Bicultural 2
    8. 8. Language and Cognitive 8 Assessments ESRC Deafness Cognition and Language Research CentreLanguageBritish Sign Language Sentence Repetition Task(BSL SRT)Semantic fluencyReading testsCognitionWeschler’s Abbreviated Scale of Intelligence(WASI)
    9. 9. 9 BSL SRT and Reading TestsESRC Deafness Cognition and Language Research Centre
    10. 10. 10 Semantic Fluency ESRC Deafness Cognition and Language Research Centre 1 minute to produce a list of food and animal items No significant differences – need more data Observations – Mainstreamers used more fingerspelling - Deaf oral group used single manual letter signs - Deaf signing group used more BSL signs
    11. 11. 11 Being with deaf peers ESRC Deafness Cognition and Language Research Centre ‘I would like to ask you another question, if there was a perfect way that you could receive your education, how would you like it to be? Would you want to be with deaf people all the time or are you happy now at your college? What do you think would be the ‘perfect education’?’ (interviewer) ‘Before I wanted just deaf people together but now I think a mixture is better. I teach hearing people sign language and perhaps in the future they will become CSWs. It may be more difficult at University, I am not sure.’ (deaf mainstreamer, HF) ‘Why?’ ‘Because maybe I will be the only deaf person at university. There won’t be any other deaf people maybe.’ (deaf mainstreamer, HF)
    12. 12. 12 Observations/comments ESRC Deafness Cognition and Language Research CentreFriendships Most participants across the three groups have deaf friends. Their closest friends are deaf. Some participants do have hearing friends which are from the same college they attend. Very few participants have hearing friends outside of college. Many communicate with hearing people through lipreading, writing things down and mobile phones
    13. 13. 13 Access ESRC Deafness Cognition and Language Research Centre In the classroom, do you use DVDs, computers, smartboards? ‘Yes but in my school it is mostly videos which don’t have any subtitles. So the CSW has to translate the videos. But some teachers, like in geography, they will give me a transcript of the video so I can watch and read. But this is not easy, to be watching the video and reading the transcript at the same time.’ (deaf mainstreamer, aged 16)
    14. 14. 14 Observations/comments ESRC Deafness Cognition and Language Research CentreAccess Those in mainstream colleges don’t have full access to DVDs. DVDs don’t have subtitles and CSWs are not always able to translate videos fully Those who attend a deaf school always have full access to DVDs (no subtitles occasionally) Group discussions are sometimes a problem in mainstream colleges. It is hard to translate fast paced group discussions Sometimes information is missed
    15. 15. 15 Use of CSWs ESRC Deafness Cognition and Language Research Centre ‘There are about 11 communication support workers and most of them have level 1 or level 2 signing. Some look like they have achieved a level 3 but they haven’t done the exam. This is a bit of a problem because most of us ask for level 3 CSWs and they don’t have any.’ (deaf mainstreamer, aged 16)
    16. 16. 16 Use of CSWs ESRC Deafness Cognition and Language Research Centre ‘When they provide me with level 2 signers, they don’t sign everything and I have to ask my friends in the class for more information and they explain to me what I have to do.’ (deaf mainstreamer, aged 16)
    17. 17. 17 Use of CSWs ESRC Deafness Cognition and Language Research Centre Other mainstreamers have said that they are happy with their CSWs and find them very supportive and helpful Observation – many CSWs seem to help students with their work (tutoring) as well as translating in the classroom
    18. 18. 18 Conclusions ESRC Deafness Cognition and Language Research Centre Some patterns emerging Further analysis and data collection needed Follow-up interview in 5 years or interview young, deaf adults from different educational backgrounds Access in mainstream schools and colleges need to be improved Looking solely at reading age, the educational system is still failing deaf children and this is happening today

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