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Essay / Research Paper Abstract
A 5 page research paper that discusses the issue of whether or not deaf education teachers should be deaf themselves. The writer relates this to the importance of being fluent in American Sign Language, and also addresses the controversy surrounding alternative methods to ASL. Bibliography lists 3 sources.
Page Count:
5 pages (~225 words per page)
File: D0_khdeafed.rtf
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Unformatted sample text from the term paper:
are learned at home prior to age five. However, this is not the case for many deaf children since 90 to 97 percent of all deaf children are born to
hearing parents who have no knowledge of American Sign Language (ASL) (Shantie and Hoffmeister, 2000). Therefore, for many deaf students, their teachers will be their main language models, the means
by which they acquire a fundamental knowledge of language. Despite this fact, a large number of teachers for the deaf report that they learned to sign from their students, with
only 45 percent claiming that they sign as well as heir students. Furthermore, only 33 percent claim to understand their students signing as fluently as they comprehend English (Shantie and
Hoffmeister, 2000). This is a cause for grave concern among the deaf community. ASL has long been considered to be little more than a "crude and broken" form of English
(Brownlee, 1989, p. 86). This view has been thoroughly discredited, as linguists now view ASL as constituting a full-fledged language, capable of conveying abstract ideas and totally different from sign
systems that translate English words and word order (Brownlee, 1989). ASL evolved separately from English and has its own grammar and syntax (Brownlee, 1989). ASL utilizes specific facial expressions as
part of its grammar and utilizes space to impart nuances of meaning. For example, the word "look," can be changed to mean "grace, stare and watch by making the sign
for look while moving the hand in a circle, holding it still, or moving it back and forth" (Brownlee, 1989, p. 86). Studies show that deaf children acquire ASL in
the precisely the same manner that hearing children acquire their native tongue. It is an effortless process as the brain is primed from birth until around age five to absorb
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