A Research Project Proposal for Measuring How SRAs with Bilingual ASL/English Ebooks Teach Deaf Children Storytelling Conventions
Date
2016
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Producer
Director
Performer
Choreographer
Costume Designer
Music
Videographer
Lighting Designer
Set Designer
Crew Member
Funder
Rehearsal Director
Concert Coordinator
Advisor
Moderator
Panelist
Alternative Title
Department
Swarthmore College. Dept. of Linguistics
Type
Thesis (B.A.)
Original Format
Running Time
File Format
Place of Publication
Date Span
Copyright Date
Award
Language
en_US
Note
Table of Contents
Terms of Use
Full copyright to this work is retained by the student author. It may only be used for non-commercial, research, and educational purposes. All other uses are restricted.
Rights Holder
Access Restrictions
Terms of Use
Tripod URL
Identifier
Abstract
Deaf children, and especially deaf children of hearing parents, are at great disadvantage
when it comes to language learning. This becomes even more salient when it is looked at in
terms of more poetic language, which is constantly pushed to the bottom of the list of priorities
in favor of putting the focus on English language education. There is plenty of research on how
deaf children learn English vocabulary and reading comprehension, but very little on how they
learn ASL, and virtually nothing on the learning of literary devices in ASL. Combining with and
possibly stemming from this problem is the lack of 'fun' in reading materials recommended for
hearing parents and deaf children to share together. To investigate how to remedy this problem, a
two-fold study proposal is suggested: studying what shared reading materials can be engaging,
educational, and mutually intelligible between hearing parents and deaf children, and a study of
how this could affect the development of storytelling devices in deaf children.
We conclude that bimodal bilingual ebooks with elements beyond the didactic are the most
advantageous materials to use in this experiment proposal, specifically citing VL2's The Baobab
and Adam Stone's Pointy Three. In order to evaluate the level of involvement in each
storytelling event analyzed, several measures have been created-one from Sipe (2008)'s model
categorizing children's reactions to literature, one of story-telling conventions, and one of the
story-telling strategies observed in Deafparent-child dyads by Lartz & Lestina (1995), as well as
two original sets of questions evaluating development of involvedness in a Shared Reading
Activity (SRA) over time and evaluating how suitable a language learning material is for an SRA
in a hearing parent-deaf child dyad.