Can the Linguistic Interdependence Theory Support A Bilingual-Bicultural Model of Literacy Education for Deaf Students
Bibliographic Data
| ID | 15017366 |
|---|---|
| Authors | Charles Mayer (0000-0002-9451-4234, corresponding author), Alex Wells (0000-0002-7748-2269, Institute for Christian Studies), G Wells (0009-0000-6288-3150) |
| Year | 1996 |
| Volume | 1 |
| Issue | 2 |
| Pages | 93-107 |
| Publication date | 1996-04-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of Deaf Studies and Deaf Education (JOURNAL) |
| Journal identifiers | ISSN: 1081-4159 • E-ISSN: 1465-7325 |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1093/oxfordjournals.deafed.a014290 |
| OpenAlex | W2141913699 |
| Language | EN |
| Citations received | 47 |
| References cited | 10 |
Drawing on Cummins' (1989) linguistic interdependence model, proponents of bilingual-bicultural models of literacy education for deaf students claim that, if ASL is well established as the L1, then literacy in English (L2) can be achieved by means of reading and writing without exposure to English through either speech or English-based sign. In our opinion, this claim is based on a false analogy: the situation of the deaf learner of English literacy does not match the conditions assumed by the linguistic interdependence model. We draw on the work of Vygotsky and Halliday to develop a conceptualization of the processes involved in becoming literate, examining the particular and unique challenges that deaf students face as they strive to become members of the linguistic community of users of written English. We argue that becoming literate involves mastering three modes of language use: “social speech,” “inner speech,” and written text. In some respects the educational context for deaf students is analogous to that of other bilingual learners; in some crucial aspects, it is very different
Analogy · Bilingual education · Conceptualization · Context (archaeology · Deaf education · Face (sociological concept · Linguistics · Literacy · Manually coded language · Neuroscience of multilingualism · Pedagogy · Reading (process · Sign language · Sociolinguistics of sign languages · Hearing Impairment and Communication · Language, Discourse, Communication Strategies · Multilingual Education and Policy · Psychology
A situational analysis of the use of sign language in the education of the Deaf in Zambia
Cross-modal transfer in Thai deaf students’ narratives
What Really Matters in the Early Literacy Development of Deaf Children
Educational Responses to Varying Objectives of Parents of Deaf Children
How Do Children Who Can't Hear Learn to Read an Alphabetic Script? A Review of the Literature on Reading and Deafness
Deaf Parents and Their Hearing Children
The Transition From Fingerspelling to English Print
Bilingual-bicultural models of literacy education for deaf students
Shaping at the point of utterance
Vocabulary Use by Low, Moderate, and High ASL-Proficient Writers Compared to Hearing ESL and Monolingual Speakers
Survey of Residential and Day Schools for Deaf Students in the United States That Identify Themselves as Bilingual-Bicultural Programs
Television Literacy
The Contribution of Phonological Awareness and Receptive and Expressive English to the Reading Ability of Deaf Students with Varying Degrees of Exposure to Accurate English
Interpersonal communication skills of deaf adolescents and their relationship to communication history
Preliminary Considerations on the Development of a Bicultural Trilingual Education Model for Deaf Children in the Tunisian Context
Éducation inclusive des jeunes sourds et malentendants en Côte d’Ivoire
An e-learning environment embedded with sign language videos
Bimodal bilingualism of the Deaf (basics, characteristics, application in the pedagogy of the deaf)
On the relation between the signing and reading skills of deaf bilinguals
The Construction of Deaf Children as Marginal Bilinguals in the Mainstream
Issues in second language literacy education with learners who are deaf
Deaf writers' application of American Sign Language knowledge to English
Cross-modal bilingualism
Lexical noun phrases in texts written by deaf children and adults with different proficiency levels in sign language
The changing context for sign bilingual education programs
Policy and practice in sign bilingual education
ASL-English Bilingual Classroom
Learning, Language, Memory, and Reading
Written Language Abilities in Deaf Italians
The personal is political in The Deaf Mute Howls
The Written Language of Deaf Adolescents
The Question Remains
Response to Mayer and Wells
Modeling Reading Vocabulary Learning in Deaf Children in Bilingual Education Programs
Superordinate Precision
Reading Books With Young Deaf Children
In Memoriam
Teachers' Perceptions of Promoting Sign Language Phonological Awareness in an ASL/English Bilingual Program
Fingerspelling as a pathway to deaf children’s reading
American Sign Language and Academic English
Deaf Children’s ASL Vocabulary and ASL Syntax Knowledge Supports English Knowledge
The Relationship Between the Reading and Signing Skills of Deaf Children in Bilingual Education Programs
A Case of Specific Language Impairment in a Deaf Signer of American Sign Language
Deaf children's bimodal bilingualism and education
Crip Linguistics Goes to School
Predictors of Word and Text Reading Fluency of Deaf Children in Bilingual Deaf Education Programmes
The Comparison of the Morphological and Syntactic Awareness Skills of Deaf and Hard of Hearing Students Regarding Agreement and Tense Categories that Exist in Verbs in Reading Activities with those of Students Without Hearing Disabilities
Interdependence of first- and second-language proficiency in bilingual children
Sign Language
Second Language Discourse
Acquisition of Reading Skills in Immersion Programs
From Utterance to Text
Towards a language-based theory of learning
Thinking About Thinking
Writing Expertise and Second-Language Proficiency
Spoken and Written Textual Dimensions in English
The Signs of Language
| Unique citing works | 47 |
|---|---|
| Citations per year | 1,62 |
| Citation span | 1997 - 2026 (30) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 46 |