shel90

Ok what if the child doesnt have a strong grasp of the English language? From my understanding, the child must have a strong understanding of English for CS to make sense.

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ismi

The idea behind CS is this: it's possible for a hearing family to learn it quickly enough that their child will learn English (with cues) by modeling, just like a hearing child learns English or a DoD child learns ASL. Cued English uses three parts - hand shape, hand placement, and lip shape (or rather, all the parts of lip reading) to convey the phonemes that make up spoken English.

Obviously, the merits of CS are debatable. But children raised with CS speak English as their first language.

shel90

Any research proving that it is successful in the long run?

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ismi

That argument's been done here, so I won't revisit it.

My point is just that a family that uses cued speech is not necessarily any more exclusive of its deaf members than a family that uses ASL, because cued speech provides a visual interface that spoken English (as in your example) doesn't have, lip reading notwithstanding.

jillio

Absolutely, shel. If the child does not have a large English vocabulary, then the cuing offers only meaningless clues to phonemes. If you were to speak English, and encounter someone who, for instance, spoke Hungariean, you would be able to hear the differrent phonemes, but the sounds would be meaningless, because you are unable to grasp the concept. Likewise with a HH or deaf child that is trying to grasp conceptual meaning from English sounds that are cued. They may know that "peach" and "beach" employ different phonemes, but if they do not have the conceptual knowledge of what a peach and a beach are, the phoneme discrimination is useless.

doh

Interesting concept. I wonder if it would have helped me to properly pronounce my sister's name before I was in my teens. Who knew "Erica" had three syllables...

It seems distracting though.

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ismi

This is true, as far as it goes; a family that randomly starts cueing around a deaf child is not that far different from a family that suddenly starts speaking Hungarian (to use your example) around a hearing child who doesn't speak English.

But how, then, does a hearing child gain the conceptual knowledge of what a beach and a peach are? They don't have any inherent advantage w.r.t. conceptual knowledge over a deaf child; their only advantage is that they have a tool (namely, the ability to recognize phonemes) that a deaf child does not. So, given a deaf child in the language acquisition phase, cued speech provides that tool.

Again, whether or not cued speech is the best language choice is debatable. But there is no inherent conceptual linkage - even for a hearing child - between the sound "beach" and the concept beach, or the sound "peach" and the concept peach. Language consists of a set of socialized representations of ideas, and a conceptual linkage is not required - look at all the false cognates in the world, for instance (English 'gift' versus the German 'Gift'), or the existence of constructed languages.

jillio

Oh, but there is a conceptual link, and this is a main reason for my support of sign from an early age. Hearing children, because of their particular cognitions, link the symbol (spoken word) to the concept as it is applied in context. Because they can hear the words spoken that imply context, and can grasp the nuances, they are able to make the link between concept and symbol. Deaf/hh kids when exposed to sign, make the same sort of natural link between symbol (sign) and concept. They naturally rely on their visual sense to make sense of their world the same way a hearing child naturally relies on their auditory sense to make sense of their world. They don't have to taught to do this, it is inherent from birth.

However, to get a deaf/hh child to make that same natural progression form symbol to concept, they must first be taught that what they perceive visually, is related to movements of the mouth, and that movements of themouth are just another symbol for the concept. It adds another step into the process of linking symbol to concept. Moreover, it is an artificial step for them, as they do not perceive auditorily. This is the reason that so many deaf/hh kids in oral programs are so severely language dealyed, and the reason many more have vocabulary deficits.

You can think of it this way: when a hearing child starts school, they have already learned that a chair, and the sound that they hear (chair) are representative of the same thing. Then, they must learn that when they see the printed word "chair" it is simply a different symbol for the same thing (concept.) At the age of 5 or 6 they are developmentally ready to make that progression to understanding that there may be several different symbols that represent the same concept. However, a child of 1 year, 2 years, or even 3 years is not developmentally ready to process such a complicated concept. Even though the information may be presented to them, they are simply not ready to absorb it.

shel90

Yea, it makes sense cuz I teach first grade and my student's ASL development are that of a 3 to 4 year old and I have to teach them English in print in which they are not ready to make that transition but by law, I have to follow the 1st grade curriculm. I do make several modification to meet their language needs but the state and the laws dont recongize the need for a specialized curriculm. Most of my students came to my school at the age of 3 to 4 with no language. I asked the speech specialist at my school about cued speech and they said the students' L1 languages is not strong enough for cued speech.

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Southern,

You can learn more about Cued Speech here:

Cued Speech Discovery--What Is Cued Speech?

What Is Cued Speech?What is Cued Speech?
Cued Speech is a visual communication system — mouth movements of speech combine with “cues” to make all the sounds (phonemes) of spoken language look different.
What are the “cues”?
When cueing English, eight handshapes distinguish consonant phonemes and four locations near the mouth distinguish vowel phonemes. A handshape and a location together cue a syllable.

Can I use Cued Speech with other communication systems?
Yes! Cued Speech complements all the various auditory and signed language approaches. The typical deaf cuer is flexible, able to communicate with speech, speechreading, Cued Speech, and signed language.

Why should I use Cued Speech?
Literacy is the original and primary goal of Cued Speech, by providing the appropriate phonemic language base for learning to read. Cued Speech also supports the development of lipreading, auditory discrimination, and speech
.
Can I use Cued Speech with other languages?
Cued Speech has been adapted to more than 55 languages and dialects! Cued Speech associations and centers are located around the world.

Who uses Cued Speech?
Persons who are concerned for those with speech, hearing, language, and literacy needs: Family members, friends, educators, speech-language pathologists, transliterators, audiologists, babysitters,…
Children and adults with communication, language and literacy needs
Whether an individual is able to hear or is unable to process auditory information effectively, Cued Speech presents spoken sounds visually, integrating the senses, to avoid confusion and frustration.
Cued Speech can accelerate learning the phonics of any language, articulation therapy and remediation of learning disabilities.
For individuals unable to speak, Nu-Vue-Cue adapts Cued Speech into a grid.
Children who are deaf or hard of hearing
With Cued Speech, deaf children see and absorb the same phonemic language that hearing children hear.
For children whose parents are deaf and whose native language is a signed language, Cued Speech can be used with other cuers and at school to facilitate the child’s acquisition of a second language, such as English.

Adults who are deaf or hard-of-hearing
Adults with progressive or sudden hearing loss find that Cued Speech helps
- overcome the frustration of lip-reading, and
- maintain functional speech.
What do research and experience tell us about Cued Speech?

Hearing
Cued Speech assists in processing auditory information by breaking through the confusion of incomplete and distorted sound. Continued use of Cued Speech can lead to significant improvement in speech discrimination. Cochlear implants and Cued Speech are powerful partners.

For many, Cued Speech accelerates the recognition of sounds received via the implant. Implant users of all ages appreciate the use of Cued Speech in difficult listening situations.

Speech
If development of speech is desired, Cued Speech can support speech and articulation skills by:

focusing attention on the mouth
reinforcing the pattern of phonemes within a word or phrase
identifying the speech sound(s) and syllables being targeted
being a motoric reminder and trigger of speech production
integrating sound, sight, and motor aspects to make learning more fun!
Speechreading
Cued Speech clarifies speechreading in cued situations and often improves speechreading in non-cued situations.

Language

Without additional disabilities, deaf children with four or more years of consistent use of Cued Speech master the syntax and grammar of spoken language.
Deaf students reach their full language and literacy potential if their family members and educators continue to communicate consistently with Cued Speech.
Deaf cuers often learn two or more languages.
Reading

Having access to and understanding the phonemic base of spoken languages is key to learning to read for ALL children. Cued Speech:
cues every phoneme
focuses attention on the sequence of sounds (phonemes) and syllables of language
provides visual access to rhyming
enables the child to develop a complete phonemic model of language
With consistent, effective use, deaf children who communicate with Cued Speech develop the language base that enables them to read at the same level and use similar reading strategies as if they were hearing. Cued Speech use can solve the literacy problem for most deaf children.

National Cued Speech Association (NCSA):

National Cued Speech Association

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deafdyke

Wait..........in other words you're saying that CS is basicly Hooked on Phonics, whereas ASL represents the actual CONTENT of the language, right?
I think the CS vs. ASL debate is exactly like the phonetics vs. whole language debate.

jillio

Absolutely!

jillio

Yeah, a lot of it has to do with developmental issues. And if your 3 or 4 year old hasn't fot language at all, then they couldn't possible be ready to make that shift. However, if the same 3 or 4 year old had been exposed to sign fromthe time they were say, 9 months old, they would be ready to make that shift because they have an understanding of language as symbols.

Cousin Vinny

For those who know ASL, please visit this ASL vlog by Carl:

ASL Essentialism

He talks about Cued English, dismissing it as not a real communications method. Given his propensity for disallowing translations of his ASL vlogs, I will not translate his vlog.

Cousin Vinny

Allison ("QueenAlpo") has created a video entry, discussing about using the CS concept via ASL. Yes, the video is captioned.

Using the Cued Speech Concept within ASL (Approx. 2 minutes)

Yiffzer

No; your not#

Boult

DeafDC Blog » Cued Speech: Your Unasked Questions Answered

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Boult

see my post;
http://www.alldeaf.com/deaf-educatio...tml#post665334

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purplecatty

Intruging. I heard about Cue Speech. I've never been taught or seen one. I was oral for 12 years then learned signlanguage when I entered 6th grade at different school. I personally never met ANYbody who use Cued Speech!! wow. Seem that it is kinda well hidden from me. Saw the Youtube showing video back in 50's and 60's. I was in kindergarten back in 70's. Interesting.
Catty

shel90

Ok so does that mean everyone who is around the deaf children would have to use CS at all times for the child to acquire language from it?

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ismi

There's two issues here. One is language acquisition. I don't know what studies are done, but the anecdotal evidence I've seen all says that if the family cues, the child can learn to cue natively. (Still not without speech/language therapy, but it makes things quite a bit easier by extending the child's language exposure outside of speech therapy.)

Issue two is post-acquisition language. My understanding there is that the CS is not critical. That is, it's still useful in the sense that cues make lip reading easier by disambiguating the mouth shapes; but take away the cues, and the cuer at least still has a phonemic background for their language, which makes it easier to learn to lip read. Rather than try to learn to understand language by lip reading from scratch, CS gives a foundation for lip reading to operate on top of.

shel90

Ok got it! Thanks for the explaination.

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netrox

Hi... thanks for the link.

I grew up with cued English. My parents used cued speech.

To be honest, cued speech is a misnomer as it doesn't really show speech sounds but rather it shows phonemes of languages. In the old days, many people thought phonemes and speech sounds were the same but linguists now agree that they're not the same. That's why I like "cuem" better - CUEs plus Mouthshapes. I think it should be changed. Just my opinion.

My speech isn't that great. It doesn't mean I can't cue. I cue very well therefore it shows that speech and cuem aren't the same thing. People say that I cue so clearly.

In order to acquire English fluently, deaf children need consistent exposure to cued English... as much as they can. The application of using cued speech to teach speech sounds or to "read" is not effective. They may think "see they understand this word or that word!" but they're not teaching them LANGUAGE.

Ideally, people should cue as much as they can. They can make it half the day in CS and half in ASL... and let them ACQUIRE the English language NATURALLY. Do NOT teach them to read or write. They don't need them at that stage. Just let the kids ACQUIRE the English language naturally through cuem. They will get it. Give them a year of cued English exposure. Don't worry if you think they don't get it. They're a lot smarter than you think.

A year later, teach them how to read by using phonics approach. You'll be amazed how quickly they learn to read since they already internalized the phonological model of English through cuem and they can quickly see the relationship between written English and cued English.

Most deaf cuers love to read. It just comes naturally to them.