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From:
"Angus B. Grieve-Smith" Date: Thu Mar 9, 2000 1:35 am Subject: Re: SignWriting as a gateway? | ||||||||
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On Tue, 7 Mar 2000, cmf wrote: > Will signwriting make that difference...the difference in 'knowledge' > and 'writing abilities' for DHH students leaving schools at age 18 > 'plus'? It's a good question, and it hinges on two others in my mind. I think it definitely would in a world where those students could get all their textbooks, plus as much recreational reading as they wanted, in their native languages in SignWriting. That's not going to happen any time soon. First, as you mentioned in your proposal defense, Cummins argues that literacy in the first language helps literacy in the second language. This is the hypothesis that your study, and the whole SignWriting Literacy Project, are based on: if students can get literacy in their own language in SignWriting, they develop skills that they can then apply to the textbooks written in a spoken language. Second, maybe it's enough for a spoken language, but is it enough for a signed langauge? How many students will be able to overcome the challenge of learning to read a language that they have never heard or seen? > The 'young learners' of signwriting that I am presently working with, > age 6 through 11, do not appear 'burdened'. They truely are enjoying > learning to read and write the signs that are very much a part of > their knowledge and language abilities. I think if nothing else, an activity that empowers the students and gives them confidence, as well as providing a tool that they can at least use to leave notes on the fridge, is worth it. > I suppose after another 8 to 12 years we could ask these young > learners how SignWriting has enhanced or burdened their lives. I'm looking forward to the answers. Keep on having fun with it. -- -Angus B. Grieve-Smith Linguistics Department University of New Mexico | ||||||||
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