Title American Sign Language and early literacy : a model parent-child program / Kristin Snoddon

Published Washington, D.C. : Gallaudet University Press, 2012

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Description 1 online resource (ix, 142 pages) : illustrations Contents Introduction -- ASL and early intervention -- Discourse and counterdiscourse -- Research as praxis -- ASL as resource -- A deaf cultural space -- Facilitating emergent ASL literacy -- Conclusion Summary The usual definition of the term "literacy" generally corresponds with mastering the reading and writing of a spoken language. This narrow scope often engenders unsubstantiated claims that print literacy alone leads to, among other so-called higher-order thinking skills, logical and rational thinking and the abstract use of language. Thus, the importance of literacy for deaf children in American Sign Language (ASL) is marginalized, asserts author Kristin Snoddon in her new book American Sign Language and Early Literacy: A Model Parent-Child Program . As a contrast, Snoddon describes conducting an ethnographic, action study of the ASL Parent-Child Mother Goose program, provided by a Deaf service agency in Ontario, Canada to teach ASL literacy to deaf children. According to current scholarship, literacy is achieved through primary discourse shared with parents and other intimates, which establishes a child's initial sense of identity, culture, and vernacular language. Secondary discourse derives from outside agents and interaction, such as expanding an individual's literacy to other languages. Snoddon writes that the focus of the ASL Parent-Child Mother Goose program is on teaching ASL through rhymes and stories and some facets of the culture of Deaf ASL users. This focus enabled hearing parents to impart first-language acquisition and socialization to their deaf children in a more natural primary discourse as if the parents were Deaf themselves. At the same time, hearing parents experience secondary discourses through their exposure to ASL and Deaf culture. Snoddon also comments on current infant hearing screening and early intervention and the gaps in these services. She discusses gatekeeper individuals and institutions that restrict access to ASL for young Deaf children and their families. Finally, she reports on public resources for supporting ASL literacy and the implications of her findings regarding the benefits of early ASL literacy programming for Deaf children and their families Bibliography Includes bibliographical references (pages 121-131) and index Notes English Print version record Subject American Sign Language. Sign language acquisition. Early childhood special education. Special education -- Parent participation. Deaf children -- Language. Children of deaf parents -- Language EDUCATION -- Administration -- General. EDUCATION -- Organizations & Institutions. LANGUAGE ARTS & DISCIPLINES / General American Sign Language Deaf children -- Language Early childhood special education Sign language acquisition Special education -- Parent participation Form Electronic book LC no. 2011048173 ISBN 1563685280 9781563685286

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