Sign Language Analysis

Language is very important for one’s development because it can affect other areas of development and is critical to a child’s future success. For many other aspects of development, including cognitive, social and psychological language is very necessary. Language occurs before the baby is even a month old. For a developing child, the biggest thing that will contribute to our eventual language development is what we hear. Very soon, as a young infant, we demonstrate a sense of language just by simply the noise, movements, and expression that we make. Within the first year of life the baby is already babbling and speaking a hand full of words in their native language. Also they are much better at comprehending simple words spoken to them around

As an educator, it is important to consider the different languages and language variations that may be present in the classroom. Data from the Australian Bureau of Statistics (2017) shows that within Australia there are over three hundred different languages spoken, and over twenty percent of the population speaks a language other than English at home. Here within lies a powerful resource of diverse languages and skills that should be valued and encouraged (Adoniou, 2014). However, it is important to understand that for many students, the languages or language variations that are spoken at home often clash with the expectations of language usage at school. When ignored, this can result in students feeling shame in their identity and a sense of failure (Malcom & Ziljstra, 2011). Language variations, should, therefore, be acknowledged, respected and where possible incorporated into learning (Ewing, Callow, & Rushton, 2016). As an educator, it is important to embrace and celebrate diversity and ensure that all students feel valued and empowered. Furthermore, resources should reflect a diverse range of perspectives and social and geographical backgrounds, in order to recognise, validate and celebrate the diversity that exists within

How does ‘I’m Australian Too’ support language and literacy for children from diverse cultural backgrounds and home languages?

Empathy could be considered one of the strongest emotions a human being can feel. It may lead us to make decisions that could both benefit us and harm us if we allow it to. Being an American Sign Language Interpreter comes with the perils that empathy may cause. As an Interpreter, one must remain professional and unbiased when it comes to working with both D/deaf, hard of hearing and hearing consumers however; this cannot always be attained. While in the role of the interpreter, we may be able to compose ourselves and fulfill the duties asked however, when the interpreting session ends and the interpreter and consumers go their separate ways, it may be hard to keep certain emotions in.

The school I did my observation at was Bloomfield Hills High school for the American Sign Language class. The reason I have been tasked with observing an American Sign Language class is because that is my goal as a future educator, to teach American Sign Language from K to 12. I also would like to be able to educate the deaf students from K to 12, but that’s for another program, Deaf Education master’s program, in the future. I had four classes to observe, from 9th grade to 12th grade students for ASL (American Sign Language) classes. They were mostly white, some African American, and smaller number of other races such as Middle Eastern and Asian. Many of the students had special needs, the most common one would have to be ADD and ADHD, a few were hearing impaired, and I had one who was autistic. The average number I had for each class about 18 to 20 students. Now to discuss about my meaningful experiences, strengths and weaknesses of both my cooperating teacher and myself, my professional goals, and finally my reaction to the field experience.

Throughout a child’s early stages of life, language is used primarily for communicating with parents in order to get what they need. From as early as birth babies communicate through crying in order to tell parents what they want. Parents soon learn to distinguish between the hungry cry, the wet/dirty cry and the tired cry. According to Halliday, 1975, children begin to learn their first language from between six – eighteen months old. He believes children are learning a ‘system of meanings’. He looks at language from a functional point of view and suggests there are seven functions that language serves for young children. The first four of these functions ensure that social, emotional and physical needs are catered to, they are called, Instrumental, Regulatory, Interactional and Personal. Instrumental refers to a child using language to ensure they get what they need or want. The Regulatory function tells others what to do in order to control their behaviour. The Interactional function relates to the use of language in order to interact with the people around the child particularly those seen as important such as parents and siblings or close friends. The personal function relates to how the child uses language to explain feelings, and their own identity. The other three functions are used as children become older and want to know more about the world, tell stories and pass on information.

The strategy that I want to focus on is to reduce my dependence on English as I listen and communicate in American Sign Language. I chosen this strategy because I know that a habit is form my doing a behavior repeatedly after a consecutive number of days. Also by using this strategy, I will benefit to learn objects and everyday terms with the appropriate sign. Therefore, by not being distracted with writing notes and grammar or rules of this new language, I can focus on the actual way this language is communicated among people. By only listening and conversing in American Sign

A few of the important factors that I thought were important in this unit were the American Sign Language itself, the rules of social interaction in the Deaf culture, and Deaf literature.

Children vocalize in order to receive response from their mothers; it is their different vocalizations that influence the response they receive. Maternal responses can be divided into language expectant and language non expectant, and each category is further broken down (Gros-Louis, West, Goldstein & King, 2006). The five language-expectant responses provide information about linguistic forms and structure that encourage conversation. Naming expands the child’s vocabulary by providing labels for relevant objects. Questions asked to the child encourage a response and furthered conversations. Acknowledgements, such as “mmm-hmm” or “oh really?”, were found in a study to be the most frequent response of mothers to infant vocalizations. Though considered to be filler comments in conversation, they allow the child to feel that his or her speech is being recognized which encourages the child to vocalize more. Imitation is when the mother takes vocalizations from the infant and expand on them to fit sophisticated words, such as following a child’s “ba-ba” with “bottle,” which expands on his or her vocabulary. There are three language non-expectant responses and they are characterized by not eliciting feedback from the child. Attribution expresses the characteristics or value of something to a child. An example of this would be a mother trying a feed her disagreeable child stating “you love carrots” in attempts to coerce the child to eat by giving the food meaning, or comparing a dog seen on the street to the family pet to make a connection. Directives are instructions given by the parent to the infant. While directives and imperatives are crucial in parenting, they may play a negative role in language development (Zauche, Thul, Mahoney & Stapel-Wax, 2016). Even simple instructions such as “look at the doll” change

American Sign Language is the way the deaf community communicates among themselves and with people outside their community. It is the use of hand signals instead of verbally speaking. I made it my responsibility to learn this language and be able to communicate for those who can’t verbally. The overall goal for the personal project is to be able to form a club who would join willingly to learn American Sign Language. My personal goal is to be able to know sign language to the point I am able to read when someone is signing to me and be able to understand. Deaf people have to work twice as hard when communicating to anyone, they can get cramps in their hands when talking for a while, read with their eyes and if they blink they miss a word and

The people is different to change their life include hard of hearing and deaf are both between a mind of us to communicate as world happen is a national with problems. The hard of hearing to know everything fine use experience for talking and can hear is clearly. Also for deaf can't hear is full because use American Sign Language (ASL) skill language make something says to understand with people has a community.

Children with expressive language use more action words by stating their wants and needs as stated, “expressive children

Chalk Talk released an article in 2005 called “Educational Interpreters: Certified or Uncertified?” This article discusses topics such as the challenges people face when hiring an interpreter, Federal Law, what means of testing are required to become “certified,” and also what kinds of situations require a certified interpreter.

From a baby 's first word to their first complete sentence, there 's a lot to debate with their language development. The average child has a vocabulary of up to six-thousand words by the time they turn five years old (Brighthubcom, 2016). Language development is one of the most critical roles for an educator in both early childhood and primary settings. It is this ability of language development that is particularly interesting in the nature vs nurture debate. In order for educators to provide effective communication, it is important that they have the knowledge and understanding of the four key concepts of language, such as phonological, syntactic, semantic and pragmatic development and the underlying theoretical perspectives that explain the processes of language acquisition and development.

Language is a system of communication which consists of a set of sounds and written symbols which are used by the people of a particular country or region for talking or writing. It is considered as an art because when used it able to help a person develop or create a certain picture in the mind. Language being an artifact of culture means that it is an interesting thing that is created by the people. It is an aspect of their way of life of the people. It also helps in development of the people as writers and intellects. As a culture it is a people’s way of life and therefore the impact it has to human beings cannot be under looked.