People who are deaf are constantly struggling to get jobs and have the same opportunities as other people. Sing language has helped people find a way to communicate with the hearing and even help them to farther learn to lip read and even talk. The deaf community has received access from many classes and tutors, helping to become more aware of sign language and the community that uses it around them. I had access to learn American sign language at my community college, and although I am not deaf I got to meet many deaf people and become more involved in the deaf community. There is a huge deaf community in the bay area that I have become a part of by going to coffee socials, and deaf chats, and even some deaf restaurants.
you are probably thinking you can 't learn like that. Well, kids that can 't hear need to learn too. That 's why schools for the deaf opened. Just because someone has a disability, doesn 't mean they should be denied the opportunity to learn the same as everyone else. Saint Joseph 's institute, South Carolina school, Scranton State and Saint Rita school are all schools for people who are deaf or hard of hearing kids.
Bilingual Instruction is implemented in United States schools to afford students the opportunity to acquire the English slowly. Various programs are employed such as: dual language, immersion programs, and Fifty (McKeon, 1987). These programs have been implemented in some districts and schools in the United States allowing bilingual students the opportunity to learn a second language commensurate with their abilities. Some of these programs are successful; others fail due to the deficiencies in bilingual teacher preparation. One reason for inadequate bilingual teacher preparation is the fact that some teachers use the transmission as part of their teaching-learning process instead of applying correctly the bilingual program that the school has.
While watching “History: Through Deaf Eyes” by PBS, I learned a lot about deaf culture and history. I already knew about certain events, like the rise of oral teaching and the protest for Gallaudet; however, listening to the stories from people who experienced these events gave me appreciation I did not have before. Also, learning how technology shaped deaf history was also very interesting, as well as the various options for deaf children today. The rise of oral teaching was a part of history I briefly learned about when I was younger, but I never fully understood it until watching the movie. I was surprised to see how quickly it caught on throughout schools across America.
It is hard for them to keep both voices alive in America because they never get the opportunity to learn Arabic in school, but are rather taught English and Spanish in high school. Rather than these Sudanese kids saying; this “is my only voice” (Speaking in Tongues), we should teach their native language rather than make them take on a big piece of responsibility in life. Having only a couple
They highly rely on this to talk with other deaf individuals and regular hearing people as well. ASL is taught some in classrooms today, but in a perfect world it would be taught almost as a foreign language class, like Spanish. Children would attend an ASL class to help them communicate with deaf individuals, like Lucy. In addition the teachers would learn ASL (McKee 92). Not only is this used with deaf individuals, but with people that may have speech delay.
3) Elementary school teacher, Diane Holtam, explains how the racist myth that all Asians are good at math can affect Asian students in a harmful way. Teachers tend to help Asian students less at math because they assume they are excellent at math and can get their education on their own without any help. This may not be the case. We need to start realizing this, and treating the students as individuals, because they are their own person. Lyness, Arcy.
A person who speaks more than one language is described as being bilingual. According to the United States Department of Education, “about 21% of school-age children speak a language other than English at home,” (Lowry, 2011). As Wayne Thomas and Virginia Collier describe in, “Two Languages are Better Than One,” children who come into school having a first language besides English, tend to struggle. Usually when a child struggles with a particular subject, they are taken out of the main classroom and brought somewhere for a remedial class. But according to Thomas and Collier, in order to help narrow the gap in comprehension, English learners and English speakers need to be kept together in order to be fully enriched in a successful learning
55% of the multilinguals speak Spanish, 17% speak French, 10% speak German, 3% speak Italian, 2% speak Chinese and 13% speak other languages” (McComb para. 18). While most first graders are learning classes essential for child growth like English, math and reading, learning another language can also be essential for development and growth. Children who study a foreign language show better problem solving skills, enhanced special relations and heighted creativity. Students learning a second language also show having enhanced memory, planning and multitasking.
A majority of the United States’ population has a different native language than English. Kathleen Escamilla, an Assistant Professor of Education at the University of Arizona, states that sixty-one percent of those people share a common native language: Spanish. Because of the rising numbers of students not being fluent in English the United States began to incorporate bilingual education programs into schools so that these students could be taught English. Bilingual education programs “involve placing English as a second language (ESL) students in classrooms where instruction is given in both English and the students’ native language” according to Lee and McMahon. Since the emergence of the programs, several laws and amendments passed through Congress to make bilingual education programs more efficient.