I don't think it's an accident that the first section of language instructional techniques in the book was about natural and authentic experiences to support language intent. I also think, as McAnally said, that teachers often tend to support the correct "adult form" of sentences/communication as opposed to letting children communicate in a way that is appropriate for them (yes, even including their slang...kids these days). Easterbrooks said that "[i]f intent is the heart of communication, then students must be given important reasons for wanting to communicate." That is totally something I can get behind.
Growing up with deaf family members, I've seen how much more quickly my hearing cousins pick up sign language when it is relevant to the things they want to talk about, as opposed to something they just "should learn." While learning signs related to emergencies or accidents can be super, super important (and I'm not saying that it isn't), it tends to be much easier to retain signs that are related to things you personally are interested in (rockets, cars, etc. for example). Also, in nannying for a family that wanted to learn signs to help in those moments that their deaf son wasn't wearing his cochlears (like bath time), the kids were much more interested in learning signs for animals or things that related to their interests than learning bath signs (like "no splashing" or "wait").
Authenticity is wildly important when teaching languages. Even though emergency signs and bath times signs have a time and a place and a real-world application, authenticity is not the only thing that is important. So in exchange for them remembering the necessary signs for those times, I would teach them (there were 3 kids) each one sign they really wanted to know. I loved the way they would sit and negotiate it all out ("Well...we all want to know these two signs. What other sign would you guys want to ask about? Okay, you ask her about this sign, and I'll ask about that one, and you do the last one.") Kids need that interest-factor to play a part, too. Because their interests are very real to them, I think teaching signs that are both authentic and interesting can be a good way to build language (and also to use as bribes for teaching the other stuff). That's just my experience and what I've learned from readings in the past, however. What do you think?
I think you are right that students need to have choices and are motivated by things they are interested in. Do you practice with the deaf child without his cochlear implants? I don’t know how the parents would feel about that. But kids like to practice. Set up a fake tub using a box and practice signs. Make some picture cards and put them on a metal ring with some emergency pictures and signs.
ReplyDeleteHopefully, you can learn lots of strategies for the classroom to build intrinsic motivation in students. Bribery will only get you so far. Think about providing choices for students and doing interest inventories even if you have to ask the parents (for students with limited language). It helps to know their favorite things and activities so you can tailor instruction and build rapport.