Survey of Bi-Bi programs - Empirical Article

[jillio]

Suggestion...can u both take it on PM?

No need to. I'm done until someone has something of substance to add to the discussion.

BTW, do you want the most recent articles I have?

 

[shel90]

No need to. I'm done until someone has something of substance to add to the discussion.

BTW, do you want the most recent articles I have?

Sure! I am home ..taking a personal day. Had 14 hours left to use up by Dec and I needed to go to the bank today for a situation so might as well take the whole day off.

 

[jillio]

Sure! I am home ..taking a personal day. Had 14 hours left to use up by Dec and I needed to go to the bank today for a situation so might as well take the whole day off.

I'll send them now.

 

[shel90]

This is from the article , "Intellectual functioning of deaf adults and children: Answers and questions." EUROPEAN JOURNAL OF COGNITIVE PSYCHOLOGY
2006, 18 (1), 70±89


In the absence of access to early communication and language
despite intensive ``oral'' training, most deaf children thus enter school with
language delays of up to 2 years, and these lags often become greater with age
(Geers, 2006). To early investigators who observed such delays (e.g., Pintner &
Patterson, 1916, 1917), it often appeared that the lack of spoken language was
the cause of academic and intellectual challengesÐnot that it was the failure to
acquire appropriate language skills in any mode that created barriers to deaf
children's learning. Indeed, there was ample evidence then (see Lang, 2003) and
there is now (see Marschark et al., 2002) that natural signed languages (like
American Sign Language [ASL], Italian Sign Language [LIS], and British Sign
Language [BSL]) can provide deaf children with normal developmental
INTELLECTUAL FUNCTIONING AND DEAFNESS 73
trajectories and academic achievement.

This is why I strongly believe in the BiBi approach because we put deaf children at risks for academic and intellectual challenges for the sake of learning oral skills. I know many here look at the success stories but I look at the whole population not just the success stories and each deaf child has the right to be given the access to language so they wont have these issues later on.

 

[jillio]

This is from the article , "Intellectual functioning of deaf adults and children: Answers and questions." EUROPEAN JOURNAL OF COGNITIVE PSYCHOLOGY
2006, 18 (1), 70±89


In the absence of access to early communication and language
despite intensive ``oral'' training, most deaf children thus enter school with
language delays of up to 2 years, and these lags often become greater with age
(Geers, 2006). To early investigators who observed such delays (e.g., Pintner &
Patterson, 1916, 1917), it often appeared that the lack of spoken language was
the cause of academic and intellectual challengesÐnot that it was the failure to
acquire appropriate language skills in any mode that created barriers to deaf
children's learning. Indeed, there was ample evidence then (see Lang, 2003) and
there is now (see Marschark et al., 2002) that natural signed languages (like
American Sign Language [ASL], Italian Sign Language [LIS], and British Sign
Language [BSL]) can provide deaf children with normal developmental
INTELLECTUAL FUNCTIONING AND DEAFNESS 73
trajectories and academic achievement.

This is why I strongly believe in the BiBi approach because we put deaf children at risks for academic and intellectual challenges for the sake of learning oral skills. I know many here look at the success stories but I look at the whole population not just the success stories and each deaf child has the right to be given the access to language so they wont have these issues later on.

So, we have known since 1916 the benefits of Bi-Bi. So much for it being something "new".

 

[shel90]

Another one from that same article...

Attempts over the years to alter the landscape for deaf children by requiring
intensive oral-only education or placing them in regular local classrooms have
done little to improve literacy and other academic skills or to make deaf children
look more like hearing children (Traxler, 2000). Perhaps it is time to follow
Detterman and Thompson's (1997) suggestion that we need to better understand
the normal intellectual functioning of deaf children in order to adapt our
instructional methods to match their strengths and needs. This seems a far better
use of psychological research than gratuitously attempting to make deaf children
adopt the learning behaviours of hearing children (some years delayed). We
already have many of the answers; it seems that our problem lies in finding the
right questions.

My point exactly about the oral only environments.

 

[shel90]

BiBi Deaf Ed was used in the 19th century

The Efficiency ASL/English Bilingual Education: Considering Public Schools. American Annals of the Deaf.
VOLUME 152, NO. 1, 2007

Here is proof that BiBi is not really a new concept in Deaf Ed.



Dual language methodology is not
new. Indeed, the concept of using dual
languages in deaf education has been
available since the early 19th century
(Kannapell, 1974). However, the dual
language approach was discontinued
during the push for oralism after the
Milan Conference of 1880 and decisions
by the Conference of Educational
Administrators of Schools and Program
for the Deaf in the mid-1920s (Nover,
2000). A reemergence, evident in the
last two decades (Johnson et al., 1989;
LaSasso & Lollis, 2003; Strong, 1995),
has created a change in teacher training
options, as programs in France
(Bouvet, 1990), Denmark (Hansen,
1994), the United States (Padden &
Ramsey, 1998), and England (Knight &
Swanwick, 2002) have begun to see
promising results. As training options
have become more available, the forward
momentum continues.

 

[shel90]

My be the reason that we do not have enough data

Quantitative investigation regarding
the impact of ASL/English bilingual
education in public schools is virtually
nonexistent in the literature. This may
be due to the misconception that
public schools do not or will not use
ASL. Given the changes in curriculum
at many teacher training institutions
in the past decade, requirements of
the Council of Education of the Deaf,
state certification examinations for educators
of the deaf, and the growing
number of universities offering ASL as
a foreign language, the field may simply
be overlooking the number of
public school programs with skilled users of ASL.

From the same article cited in my previous post.

 

[shel90]

Oralism is not excluded in BiBi programs

Just like I have said over and over again...

However, ASL/English bilingual education
has a fundamental emphasis on
oral skill development: oracy (listening,
speaking, and speechreading)
as a key component within the bilingual
framework, along with signacy receptive and expressive ASL, fingerspelling/
finger reading) and literacy
(reading, writing, and typing) (Nover,
2005; Nover et al., 1998). Contrary to
common misconception, the approach
does not ignore oracy; rather, it supports
instructional delivery that separates
languages, thereby preserving
the complete linguistic code of any language
used in the classroom.

 

[Bottesini]

So, we have known since 1916 the benefits of Bi-Bi. So much for it being something "new".

That actually said that in 1916 it looked like the lack of oral language skills was the problem.

 

[Cheri]

The Efficiency ASL/English Bilingual Education: Considering Public Schools. American Annals of the Deaf.
VOLUME 152, NO. 1, 2007

Here is proof that BiBi is not really a new concept in Deaf Ed.



Dual language methodology is not
new. Indeed, the concept of using dual
languages in deaf education has been
available since the early 19th century
(Kannapell, 1974). However, the dual
language approach was discontinued
during the push for oralism after the
Milan Conference of 1880 and decisions
by the Conference of Educational
Administrators of Schools and Program
for the Deaf in the mid-1920s (Nover,
2000). A reemergence, evident in the
last two decades (Johnson et al., 1989;
LaSasso & Lollis, 2003; Strong, 1995),
has created a change in teacher training
options, as programs in France
(Bouvet, 1990), Denmark (Hansen,
1994), the United States (Padden &
Ramsey, 1998), and England (Knight &
Swanwick, 2002) have begun to see
promising results. As training options
have become more available, the forward
momentum continues.

So that explains why deaf people were mute a long time ago because no speech were provided? or were there speech back then?

 

[shel90]

So that explains why deaf people were mute a long time ago because no speech were provided? or were there speech back then?

Didnt say..it just addresses the cognitive processing skills of deaf children. This wasnt an article about speech skills and it showed back then that there was a misconception that deaf children who had no oral skills werent intelligent. Then the push for oral only deaf ed and see my post #306 to what happened.

 

[shel90]

That actually said that in 1916 it looked like the lack of oral language skills was the problem.

That was believed in those times hence for the push of oralism only in Deaf ed and see my post #306 what happened afterwards.

 

[Cheri]

Didnt say..it just addresses the cognitive processing skills of deaf children. This wasnt an article about speech skills and it showed back then that there was a misconception that deaf children who had no oral skills werent intelligent. Then the push for oral only deaf ed and see my post #306 to what happened.

No, I don't mean that, Since it says that bi-bi is not a newly program, so it had been around during the early 19th century, that explains why deaf people were mute back then.

 

[shel90]

No, I don't mean that, Since it says that bi-bi is not a newly program, so it had been around during the early 19th century, that explains why deaf people were mute back then.

and your point about them being mute? I dont know what you are trying to get at so care to elaborate please?

 

[jillio]

That actually said that in 1916 it looked like the lack of oral language skills was the problem.

Yes, it did. And that is evidence that language delays were present even then, and that combining manual language with oral language would assist in remediating the delays caused by the lack of oral language.

 

[shel90]

Even in other countries, they had the same issues with TC and Oralism

Bilingual in Deaf Education in the South of Brazil. 1367-0050/04/05 368-13 $20.00/0 # 2004 C. Skliar & R.M. Quadros
BILINGUAL EDUCATION AND BILINGUALISM Vol. 7, No. 5, 2004


In Brazil three different readings of the bilingual=bicultural model as
applied to Deaf Education may be postulated: first, a methodological reading;
second, a linguistic reading; and third, a psycholinguistic reading. The first
reading involves applying the model as an academic system that has come
to replace Total Communication as opposed to Oral Education, without
reviewing the rules and the curriculum, or the Deaf person in the educational
process

 

[jillio]

Didnt say..it just addresses the cognitive processing skills of deaf children. This wasnt an article about speech skills and it showed back then that there was a misconception that deaf children who had no oral skills werent intelligent. Then the push for oral only deaf ed and see my post #306 to what happened.

Yes, speech was provided back then.

 

[shel90]

Why BiBi is not just about who has good speech skills or not

From the Brazil article

Therefore, a bilingual focus should encompass more than merely educational
proposals. There needs to be an investigation into the power mechanisms
of the relations inside and outside the Deaf school and Deaf education in
general. In this way, bilingual education is a proposal that is related to human
Bilingual Deaf Education in the South of Brazil 369
rights. Sign language, in this view, is the language of Deaf people and the
language of the school. It is the language in which the Deaf child will formulate
hypotheses about the world, criticise, talk about emotions and discuss
issues, as his or her right.

 

[jillio]

No, I don't mean that, Since it says that bi-bi is not a newly program, so it had been around during the early 19th century, that explains why deaf people were mute back then.

I think you misunderstand. Bi-bi is not the reason that people are mute. The inability to develop spoken language, or the choice not to use spoken language is the reason that people are mute. Bi-Bi is the reason that they were able to develop language skills in the absence of speech.