Nvq 3 Supported Teaching and Learning Unit 301

Confidentiality of information everything should be kept confidential from other children, teachers, parents unless needed to.

The objective of this essay is to explore the range of similarities and differences between Auslan (Australian Sign Language) and English. An evident difference between the two languages is in terms of morphology, where spoken languages are represented through words and sign languages are formed by signs (Aronoff, Meir & Sandler, 2005; Johnston & Schembri, 2007). However, a strong similarity is the demonstration of ‘duality of patterning’ perceived in both languages. Firstly, the parameters in Auslan are compared to phonemes in spoken English. The five gestural features of handshape, orientation, location, movement and non-manual features (NMF) are known as the parameters of sign production (Johnston & Schembri, 2007). This essay argues that despite their distinct manners, the parameters of Auslan have the same linguistic function as phonemes. In particular, NMF is compared to the varying intonation used by English speakers to discuss the similarities and differences. Secondly, the sets of rules present in both languages is contended as another similarity, with differences perceived in the additional function of an individual’s gesture found in Auslan. This essay acknowledges other similarities such as language attainment in babies and the development of new vocabularies in respect of time. Furthermore, it also recognises the difference found in the ability to disembodied spoken English compared to Auslan, however, it will focus on the function of parameters,

This can be done as Makaton signing is used with wwspoken language this can develop children’s spoken skills and vocabulary. Mathieson (2007) reiterates this as they state that the Makaton communication system is strongly supported through language. When using Makaton signs eye contact, body language and facial expressions are used to ensure that the individual that uses Makaton to communicate understands what is being said and then is able respond to the sign.

Data protection always needs to be accurate and kept up to date, you shouldn’t keep the information for any longer than necessary and you should only collect data with the purpose of what it will be used for. The files always need to be kept safe and secure so they are kept confidential and not easily located by anyone without authorisation. Pupils and parents/carers have a right to see their personal information unless the disclosure would be likely to damage the receiver or if it contains actual or

The special education teacher/SLP will assist classroom teachers with learning sign language to help Makhail express his needs. Ms. Debra. Wright, Mikhail’s teacher, expressed her knowledge of working with autistic children. She was also familiar with some sign language.

It is well-known that body language refers to nonverbal mode of communication. On scientific analysis, it has been found that the different aspects of communication comprise 55% bodily movements and gestures, 38% vocal tone and only 7% words or verbal communication. It is thus clear that about 93% of communication is nonverbal, as many times, words are inadequate. This shows that correct use of body language serves as an effective nonverbal communication tool to convince fellow-workers at workplace, as well as family and friends, eventually leading to overall organizational success through self-development. It further leads to personal and professional growth of an

American Sign Language is the interesting, logical, and fun to learn. ASL is the fourth most-used languages in the United States. ASL is used for hearing people to get the messages across to Deaf people and Deaf community. Deaf people use American Sign Language to communicate with their friends, family or their loved one who is deaf. Now parents are teaching their babies to learn ASL. The American Sign Language gives children, their confidence, and self-esteem in their lives. Deaf Community vs. Hard of hearing is a different point of view, and their impact was to have opportunities to have new friendships, connection to other people in the hard-of-hearing community and to be able to talk with hard of hearing people easier.

The development of American Sign Language in the United States dates back to as early as the 1600s. On Martha’s Vineyard there was a relatively large Deaf population due to genetics and heredity. This was thought to trace back to the first people of the land, who traveled from Massachusetts and carried this genetic deafness with them. Because there were so many people that were deaf living there, it was extremely common for all people, deaf and hearing, to learn their own version of sign language. This early form of sign language was known as Martha’s Vineyard Sign Language (MVSL) (Lapiak, 1996-2014). Little did the creators of Martha’s Vineyard Sign Language know, MVSL would be incorporated into the first school for deaf students

There are many uses of Sign Language in the classroom besides just speaking with it. ASL can be used to manage students’ behavior in the classroom and keep students actively engaged in lessons being taught. It also helps students on an academic level by helping them in literacy development of phonics, reading, and spelling. It aids students with speech and language development issues. Sign language promotes students’ communications and interactions with each other as well. According to Andrea Simpson, a pediatric audiologist and speech and language pathologist, declares, “Studies have shown that students who learn Sign Language for specific sight words learn to read at a faster rate.” Incorporating Sign Language in the classroom can have beneficial aspects to the students’ education and skills. When students are able to pair words with Sign Language, it creates a mental picture in their brain and they are able to recall the words better. They are also using muscle memory to remember the word better because the children are using more senses. Simpson declares, “Children learn faster when they can hear, see, and feel the words they are learning.” The more senses the students use, the more ways of remembering the material. Dale Gross, who has studied Sign Language and the benefits of learning it, declares, “Children who have learned American Sign Language at a young age average a higher IQ of 8-13 points.” Sign language is a way to keep the students excited to learn and engaged in the lesson being taught. Barbara Cooper, who writes for the Reading Teacher which is a peer reviewed journal and has researched this topic immensely and is well informed on the information she wrote about, discovers, “I have found that incorporating Sign Language in a diverse curriculum

American Sign Language, ASL or Ameslan, is a visual-gestural language of the Deaf community that was made for and by Deaf people. It is visual due to its use of body movements rather than sounds, so receivers are using their eyes to understand what is being said. While by gestural it refers to the elements that are comprised of “specific movements and shapes of the hands and arms, eyes, face, and head and body posture” that act as the words and tone (Charlotte, pg. 1).

It is thought that it is impossible to learn a language solely through print because you need the social interaction to really learn a language (Hoffmeister & Caldwell-Harris 2014). While it makes it more difficult, there are many deaf individuals who have learned English through print. The authors present a three stage model that shows how it is possible for them to learn through print. This model will be more efficient if the child has already established a native language. The first step deals with presenting the print form of simple ASL signs and phrases. Once established with simple mapping they will move onto more complex phrases. Stage two deals with just becoming more familiar with the language. Parents and teachers help with difficult grammar and polysemy concepts. In stage three learners understand that English and ASL are separate languages and can’t always be directly transferred. During this stage reading more will help them to improve their skills. The authors conclude that although it isn’t an easy process, deaf children who have already established ASL can learn English through print with an established plan in place (Hoffmeister & Caldwell-Harris

Body Language – The correct use of body language is important to accompany both listening and questioning as 70% of all communication is nom –verbal. Therefore the receptiveness and transparency a constituent put forward no matter how polite or friendly you are can be largely affected by your body language.

Speaking is one of the four language skills (reading, writing, listening, and speaking). Speaking is also used by people in communication

After having read Prodromou L (2000) ‘From Mother Tongue to Other Tongue’ Bridges 5 (Online -http://www.thracenet.gr/bridges/bridges5/) I decided to question myself of what was the role of using the MT in our EFL classroom and which was my approach towards it.

Learner talk in the target language can only flourish if teachers themselves are prepared to use and maintain the TL the MFL classroom as the main communication language. But there are many other factors that contributes to learner talk in the TL or the lack of it. One prominent factor is the literacy level of the learner in his own mother language. There might be a lack of grammatical knowledge as well as problems with spelling, reading and writing. If the learner has not yet understood the workings of his own language, it will become very difficult to him/her to progress in the L2. Bearing these factors in mind, the teacher must try and provide different types of support in order to help the learners to access the MFL.