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Originally Posted by shel90
Yes I do and it is working. Since the beginning of the year, my students' reading and writing levels went from mid first grade to early 2nd grade. I highlight the English phrases like for example "setting up the table" with neon see-through tape so when I am done highlighting all 4 books (very time consuming), I write the phrases on index cards so before I have my students read the book, I introduce the phrases and ask them to sign it word for word (yes, a little SEE) and then ask them to explain them in ASL. If they dont know it, then I model it. If I was always signing using my speech my signs would give the kids the concept that I am putting the table up since the word "up" is in the phrase which can be confusing for the kids. Instead I write the phrase in isolation and explain to the kids what that means in ASL (my kids already understand that ASL and English are two separate languages) and that while reading out loud, whenever they see the yellow tape, they know it is an English phrase and think of the concept rather than signing it for word and word without understanding the concept. That is how English is taught thru using ASL. Of course, all the vocabulary words are introduced before they read the story and we discuss the meanings of the words.
Next week, one of the books has the word "like" in it often but it is used in the content as "I want to be like you." Before the kids read the story, I sign using "like" as in that content not in the content "I like you." so they understand that the word like has different meanings.
I use 3 different books each week with my students so that means I cut that tape in tiny bits and highlight every page that has English phrases or words that have different meanings so 4 students times 3 books is 12 books a week. It is hard hard work and hearing children's teachers dont do all these kinds of modifications. That's why I have such little time to do anything at work and not only that, I am getting a new student on Tuesday so that means I will have to do 15 books a week!!!
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I really like the technique of highlighting the English phrases and idioms for easy recognition to train them to interpret automatically. That really creates a work overload for you, but the trick is to get them to understand the different conceptual meanings for the same word, such as "like" as in affection for and "like" as in "same as". That is where ASL comes in so handy for explaining conceptual differences. Are the hearing teachers reluctant to do these modifications because they don't understand the need for them, or because they don't think it would be helpful? Just curious.