Sign Language: an effective strategy to reduce the gap between English Language Learners native language and English

Content Provider	Semantic Scholar
Author	Nicholson, Sheryl Graves, Emily
Copyright Year	2010
Abstract	Linguistic diversity provides even greater challenges for our educational system. English Language Learners (ELLs) are a diverse population of students who are learning English in school. They come from numerous cultural and economic backgrounds, and live throughout the country. The task of the classroom teacher is to find a way to reach these children. Language minority students and limited English proficient students are one of the fastest growing groups of students in the United States. About 50% of all public school teachers will teach an ESL student sometime in their career (Samway & McKeon, 1999). Allowing students to use their native language facilitates cognitive and academic growth. Research has shown that children who learn using their native language and also English did not delay their acquisition of English language skills (Samway & McKeon, 1999). Sign language provides a bridge between their native language and English as their spoken language. Sign Language: an Effective Strategy for English Language Learners 3 English is a language that has one or more combinations of sounds for one word. For bilingual learners this makes learning English a very difficult task. Signing Exact English has one word and one sign. S.E.E. differentiates words that are similar such as electric, electricity, electrical (Gustason & Zawolkow, 1993). Words that would be difficult with oral language are simplified by using a new sign for each word. S.E.E. is a form of communication/instruction in which signs are used in exact English word order, with some additional signs for conventions such as the "ing" word ending (Berke, 2009). English is not a conceptually accurate language and signing helps take out some of the mystery behind words. An example would be if a person said, “cut that out”. They do not mean it literally but it is hard for a bilingual child to understand the expression. With sign language the expression has to be explained or used in another context for understanding. Communication is an ongoing dialogue between human beings. It can occur in a variety of ways. Some examples are through sight, body language and symbols (King & Flynn). All of these types of communication have rules that need to be followed for understanding to occur. It is amazing that children acquire oral language and by age 5 have reached a nearly adult level of development (Gustason & Zawolkow, 1993). That is why it is so important to bridge the gap of understanding at as early age as possible. Teaching through example is vital to the teachinglearning process. Once a sound foundation of signs is established, ELL learners feel more confident and a part of the learning environment. Linking English Language Learners and Prelingually Deaf Learners The book Language Learning and Deafness (Strong, 1998) discusses the main issues that face second language learners and compares their learning with those who are hearing Sign Language: an Effective Strategy for English Language Learners 4 impaired. There is an important relationship between learning the English language and learning English as a deaf student or a second language learner. Research has proven that prelingually deaf children and speakers of another language share many of the same problems in learning English. The importance of primary language acquisition whether it is English or sign language, depends on the quality of language input/intake for educational success. There needs to be a connection between the two languages. Language acquisition of any spoken language most often occurs in an environment of restricted intake (Strong, 1998). Strong also refers to S.E.E. as an English based system of manual communication. The student, whether they are deaf or ELL, can use a manual communication for educational functions. For a learner to acquire a new language they must have access to a suitable linguistic environment. The environment has to be one that allows them to process signals and associate percepts with meaning (Strong, 1998). It is important for students to see a relationship between the two languages. Making that relationship tangible with sign language makes it a more meaningful interaction. Red or rojo will be the same sign in either language so the student now has the concrete connection between the two languages (Levine). Once the student becomes more confident in English they will rely less and less on the signing aspect thus creating the bridge between the two languages a success. Learning and Language We learn language through language (Freeman & Freeman, 2004). Teachers are often trained how to teach their children to learn through the use of language. Children who are trying to learn without English being their native language often struggle and become confused. Educators must assume that when a student is trying to communicate that what he or she is Sign Language: an Effective Strategy for English Language Learners 5 trying to say is any less important than what an English-speaking child would be saying. This is where sign language would come into play. Teachers might not know what that child is saying because he or she are unfamiliar with the language but the teacher could recognize the sign and have a grasp of the content that is being spoken. This would help the teacher understand the intended meaning without assuming. Sign language would allow the teacher to check the child’s meaning before continuing. There is not a lot of research done on alternative assessments for ELL students (O'Malley & Pierce, 1996). Sign language could provide an alternative way to assess these students understanding of what is being taught. The student may not be able to correctly verbalize what they want to say but they could sign it. Teachers should encourage children to explore the two languages and establish their own meanings using various techniques such as sign language. It is important for a teacher to establish a relationship with the ELL student. Some ways that this can occur is by the teacher being prepared. This means having materials in both languages on hand. A welcoming classroom should represent both languages. It is important to make the student feel welcome (Law & Eckes, 2000). Displaying the sign language picture beside the English word and the native language word will give the visual connection between the two words. This is also important when establishing school rules. Picture schedules are a great visual reminder for students of both languages. These can be labeled with sign language pictures so that students from both languages know what they mean. One sign can communicate with both languages. This also connects the students together with a mutual mode of communication.
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Alternate Webpage(s)	https://files.eric.ed.gov/fulltext/ED507994.pdf
Language	English
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Content Type	Text
Resource Type	Article