James.Womack@f14.n300.z1.fidonet.org (James Womack) (05/16/91)
Index Number: 15710
[This is from the Silent Talk Conference]
I am not sure if research was followed up on this. When I was at Gallaudet,
it was often mentioned that deafies seemed to have an easier time with
foreign languages than English. Some of the ideas tossed around regarding
this were: At Gallaudet, little emphasis was placed on the actual speaking
of the languages. Rather the skill atreading and writing them was the
focus. Foreign languages taught there often displayed an "ASL" syntax
in the sense that many languages' word order is "backwards" when you
translate phrases word for word into English. The idea was that perhaps
this echoed the way that Deaf-signers "thought" and perceived language.
Recent research shows that ASL shares a great deal more characteristics
with foreign languages than English. Indeed English often is the oddball
of languages when certain aspects are compared. The bottomline is that
foreign languages are learnable by the Deaf and not surprisingly. Auditory
input is not required if:
1. The focus is reading and writing the language rather than speaking
it.
2. The language is obviosuly being taught as a "second language" and
therefore the Deaf person is being required to draw upon a preexisting
database of knowledge by which to compare, integrate, and assimilate
the second language.
There is more but basically, froeign languages learned by Deaf people
(or anyone for that matter) is treated as a second language as it should
be. English as regards deafies in American is crammed downed the throat
without a preexisting database to facilitate the learning process.
The consequence? For the majority of Deaf people, English is never
mastered and/or assimilated as a consistent serviceable language. So
lauding the fact that a deafie learns a foreign language without auditory
input is really, I believe, an attribute to the need for any spoken
language to be presented to pre-lingual or signing-Deaf as a second
language and not crammed down artificially and unrealistically as it
is now.
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Uucp: ..!{decvax,oliveb}!bunker!hcap!hnews!300!14!James.Womack
Internet: James.Womack@f14.n300.z1.fidonet.orgFran.O'gorman@f94.n272.z1.fidonet.org (Fran O'gorman) (05/16/91)
Index Number: 15714
[This is from the Silent Talk Conference]
Hi James,
JW> I am not sure if research was followed up on this. When I was at
JW> Gallaudet, it was often mentioned that deafies seemed to have an
JW> easier time with foreign languages than English.
You know, what you're saying makes sense although this is the
first I'm hearing it, I can think of a couple of reasons why.
First if it's French (or Latin even) the word order being
different (and more similar to ASL) would have a positive
transference potential. And second, abilities in 2 languages
makes acquisition of a third easier, or should I say the learner
is more ready to learn. Most people at Gallaudet have already
fluency in ASL and while there may be a few who have had a little
more trouble with English (as you suggest) they have mastered that
for the most part as well, thus they know 2 languages before
learning the foreign one.
JW> Some of the ideas
JW> tossed around regarding this were: At Gallaudet, little emphasis
JW> was placed on the actual speaking of the languages. Rather the
JW> skill atreading and writing them was the focus. Foreign languages
JW> taught there often displayed an "ASL" syntax in the sense that
JW> many languages' word order is "backwards" when you translate
JW> phrases word for word into English. The idea was that perhaps this
JW> echoed the way that Deaf-signers "thought" and perceived language.
ASL is a more conceptual language in the first place, so in a way,
maybe it makes a person more flexible in how they view how an idea
can be conveyed, thus freeing them from preconceived notions which
can block a new form. I remember when in 8th grade we had a
wonderful lady from Puerto Rico come once a week and teach us a
little Spanish. It was fun and a great opportunity-- otherwise
our first exposure to a foreign language wouldn't be till 10th
grade. Anyway a girl, I'll never forget this, was trying to say
'comprendo' but realizing the similarity with the English word
'comprehend' couldn't stop herself from wanting to put in that
extra syllable --this was negative transference and was blocking
her ability to acquire the new form... she was locked up in just
one way (unconsciously of course) but it was something she had to
consciously overcome.
--Fran
--
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