Nvq 3 Supported Teaching and Learning Unit 301

Makaton Sign Language is a way of speaking to someone who has learning or communication difficulties. Makaton is mostly taught as a second language to people who are still learning English.

Body language has a great deal to do with communication and it is believed that body language is

Nonverbal communication or body language makes up 55% of effective communication. This plays the biggest part in communication, and it shows the client or colleague more information than words alone ever could. Nonverbal communication includes facial expressions, body movement and gestures, head movements, eye contact, posture, and the use of distances and space. Understanding and using nonverbal communication can enhance the connection between you and others, navigate challenging situations and well as expressing interest in the conversation. this can also established effective rapport between you and the client or colleague.

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.

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,

“Makaton is a signing system devised by a speech therapist in the 1970s to help adults with severe learning difficulties to communicate. It is a basic means of communication and encourages language development in children and adults with communication difficulties” (Mukherji et al, 2000, Pg. 94). The Makaton vocabulary was designed in 1972 by Marget Walker, she came up with the idea of Makaton through responding and working towards to needs of deaf adults with severe difficulties. Grove et al (1990) highlights that through working with these adults she was looking at signing to teach them language and communication skills. This shows that Walker developed a communication tool through working with the adults with disabilities, this shows

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

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

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).

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.

This research is expected to give students an awareness inincreasing their speaking ability. Besides, treffinger facilitates students to be interested in learning English, especially speaking.

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.