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Peer reviewedMaxwell, Madeline M. – Sign Language Studies, 1990
A review of the research about languages, modes of expression, and usage rules and related cultural, linguistic, physiological, and sociopolitical issues concludes that more research is needed before any one method of communication can be recommended above others for the effective education of deaf children. (134 references) (CB)
Descriptors: American Sign Language, Deafness, Instructional Effectiveness, Language Acquisition
Vernon, McCay – A.C.E.H.I. Journal, 1987
A review of problems with using such manual communication systems as cued speech, fingerspelling, Signed or Manual English, American Sign Language, and Pidgin Sign provides a rationale for using a combination of American Sign Language and Pidgin Sign and a few markers from Signed English for a Total Communication system. (CB)
Descriptors: American Sign Language, Communication Skills, Cued Speech, Deafness
Peer reviewedJohnson, Robert Clover – Sign Language Studies, 1990
The editor of a treatise encouraging the use of American Sign Language for both school and home instruction and communication with the deaf discusses the instructional trends leading to the theory, differences between the suggested instructional methods and previously used methods, and responses to the treatise. (10 references) (CB)
Descriptors: American Sign Language, Classroom Communication, Deafness, Instructional Effectiveness
Peer reviewedStewart, David A. – American Annals of the Deaf, 1993
This paper discusses the role of American Sign Language (ASL) in educating deaf children, based on the history of using manually coded English (MCE). The paper concludes that use of ASL should not be the ultimate goal of bilingual bicultural programs, and, in some classrooms, the optimal program will be complementary use of ASL and MCE. (JDD)
Descriptors: American Sign Language, Bilingual Education, Deafness, Educational History
Download full textStewart, David A.; And Others – 1989
The paper addresses problems teachers of the severely hearing impaired have in being bimodal (speech plus signs) English role models as well as in using American Sign Language. The project described in this paper centers around inservice training and in-class demonstrations of the use of a modified form of Signed English to provide a visual…
Descriptors: American Sign Language, Communication Skills, Deafness, Demonstration Programs
Peer reviewedCoryell, Judith; Holcomb, Thomas K. – Language, Speech, and Hearing Services in Schools, 1997
Historical and current trends, practices, and perspectives regarding manual communication in educating deaf children are discussed, including Manually Coded English systems and American Sign Language. Issues concerning choice of sign language/systems and instructional strategies that support sign usage (such as Total Communication, Simultaneous…
Descriptors: American Sign Language, Bilingual Education, Deafness, Educational Practices
Stewart, David A. – 1989
A 4-year demonstration Total Communication Project was implemented at three schools (an elementary, a middle, and a high school) serving hearing impaired students. The goal of the project was for the six participating teachers to become consistent in their role modeling of English and American Sign Language (ASL), through weekly inservice on ASL…
Descriptors: American Sign Language, Bilingual Education, Classroom Techniques, Communication Skills
Stewart, David A.; And Others – 1990
This literature review examines selected variables that may influence teachers' ability to read books to preschool and elementary deaf children in total communication programs. The paper explores the role of signs in reading stories and factors influencing the signability of stories, including reading rate, length of sentences, length of text used…
Descriptors: American Sign Language, Classroom Techniques, Deafness, Difficulty Level
