AWA R E N E S S GUIDE FOR TEACHERS & E D U C AT O R S OF CHILDREN USING AUSLAN
TABLE OF CONTENT
1. Understanding Auslan 1A. Language of the Deaf 1B. Auslan as a 1st Language
2. Understanding the Learning Environment 2A. Learning Methods and Needs 2B. Learning Resource 2C. Social and Emotional Well-being
CONCLUSION
1. UNDERSTANDING AUSLAN Auslan, or Australian Sign Language, is the native language for many Deaf people, including those whose parents are Deaf as well as those who do not have Deaf parents but have learnt Auslan throughout their lives. Often, it is also the preferred and primary language of such people as well. The recognition of Auslan as a legitimate language group by the Australian government was quite recent, back in 1984. However, despite such recognition there are still a heavy lack of understanding in the language in numerous departments including education. In this section we will talk about the various types of language that exists in the deaf community and how the usage of sign language in school should be perceived to allow an efficient learning process.
1A. THE LANGUAGE OF THE DEAF COMMUNITY With the understanding of the importance of recognizing signed language as a first language for many deaf students, teachers should also be mindful of the fact that even within the deaf community, there may be several other distinctive variations of signed languages that is not strictly characterized as Auslan. These variations play an important role in establishing a relation between English and signed languages, as whilst they are not defined as English in signed form, signed form can represent certain spoken languages used in mainstream schools.
Natural Sign Languages
Auslan is what's commonly referred to when describing national sign language in the Australian community. Though Auslan can be thought of as a separate language to spoken English, there are inevitably strong relations with it. Even within the deaf community, there are many variations of sign languages just like there are in the spoken language. Not only do the signing language differ in respect to numerous educational background and knowledge of English, but also according to the situation and topic.
Artificial Sign Languages
Artificial sign language was derived by educators in an attempt to allow more exposure for deaf students to spoken language, by using manual signs in direct relation to the word-by-word structure of spoken language. In Australia and NZ, the artificial sign language is referred to as 'Australian Signed English' (ASE). Whilst its lexicon is heavily influenced by Auslan, its vocabulary are standardized for specif-
ic English meanings. Often the ASE is used simultaneously with spoken language when communicating. Signs can be introduced as they speak to clarify the meaning across.
Fingerspelling
Fingerspelling refers to the usage of hand configurations to represent the letters of a writing system. Often there may be no corresponding designated lexicon, or the interpreter may not know a particular sign. In such cas-
es, fingerspelling could be used. It is a lengthier process as it requires producing each letter of the word with hands. Such could be used to introduce new technical/curriculum-specific terms which can also be assisted with written and spoken form to reinforce the message across.
Natural Sign Systems
A combination of fingerspelling, lexicalized signs and mouthing that can represent spoken languages. It differs from natural sign language as it is composed of non-lexicalized signs, and differs from ASE in the fact that it is a natural and spontaneous development within the signing community; unlike ASE, it uses words of English represented by its equivalent Auslan signs and uses fingerspelling to describe grammatical items (such as 'is' and 'the') instead of contrived signs used in the ASE. This is known as Signed English, and it can be a useful method to allow interaction between the deaf and the hearing as it is essential manually representing English word for word. This is especially the case if the deaf person has a sound knowledge of the English syntax and a wide English vocabulary, but not so if there are still inadequate knowledge of English; as mentioned previously, care must be taken before attempting to utilize such system by being aware of the individual learning and background differences.
1B. RECOGNIZING AUSLAN AS A FIRST LANGAUGE Regardless of the family background of native signers, studies have shown that children who are born to signing deaf parents acquire sign language at the same level as a hearing child acquires spoken language from their family. Auslan is still evidently a small linguistic minority of the Deaf community, and despite the fact that Auslan has been recognized as a language of instructions in some schools for deaf children, it has been confined to such education and not widely established in sign bilingual programs for deaf children in Australia (Johnston & Schembri, 2006). A firm development of a natural first language is crucial for efficient education; spoken English should not be forcefully pushed onto users of Auslan, as it would only hinder their learning process. Learning English can be deemed to take place by applying the knowledge about linguistics in general, derived from the initial development of Auslan or other sign languages as a first language (Balles, 2001). Using such principle, it is possible that the children are able to develop a metalinguistic awareness and knowledge about English and Auslan, where they are able to "think about their language, understand what words are, and even
define them" (Gleason, 1993). The knowledge of Auslan as a first language can be used to create a distinction with the English language through a process called 'chaining' (Padden & Ramsey, 1998). Through signing, finger spelling, writing and pointing to written English, the two languages are able to be bridged, noting similarities and differences. For example, a word may be fingerspelled, immediately pointed to the printed word/sign the word, and fingerspell the word again. For example:
SCHOOL (initialized sign)
S-C-H-O-O-L (fingerspelling)
SCHOOL (initialized sign)
2. UNDERSTANDING THE LEARNING ENVIRONMENT 2A. CLASSROOM ENVIRONMENT & ATTITUDES Collaborative Learning Environment Providing a collaborative working environment witihn the classroom is important to assist in growing independance and inclusion in various in-class activities. Studnets should be encouraged to communicate amongst themselves and paritcipate in discussions with the assistance of the teacher. In order to achieve this, it is favourable to consider a few key points: - The class sizes should be kept quite small at around 5 to 9 students - It has been proven that students often benefit from working in pairs or smaller groups to assist one another in mastering a skill and to construct an understanding of topic matter. Teachers should always make an effort to ensure that the students perceive sign languages as an interesting way of communicating and not a linguisitic barrier to create a healthy social relationship in the classroom.
Communication Face-to-face communication is vital for communication in Auslan, quite possibly more so than spoken English. Teachers must always ensure that whilst communicating with a deaf or hard-of-hearing student, the child must be able to clearly see the face of the person talking, and if an inter-
A good example of using facial expressions and gestures
poor example; no gestures/expression, no eye-contact with students
pretor is present, must ensure that they are clearly visible without interruption. Facial and body expressions should be utilized, as non-manual features is an important element of not only Auslan but sign languages overall that will clearly articulate one's emotions and expression. Strategies for a good communication with a deaf student may include: - Ensuring that the teacher has the attention of the student prior to talking/signing. - Speak at a normal pace; exaggerating mouth movements or speaking too slowly will often cause more difficulties for those that are lip reading. Often, those who use Auslan will be likely to be following lip patterns. - Try to keep your hands free to ensure that natural gestures can be used to supplement what is being said. - Avoid speaking unnecessarily long sentences; it could be difficult for the deaf student to lip-read/watch the interpretor. - Avoid using dictation as it is difficult for deaf students to follow what is being said/signed and simultaneously take down notes. - Keep face clear; do not cover it with hands, hair, etc.
Structured Curriculum All components of the specific curriculum should be aligned to ensure a cohesive program that aims to accomplish instructed purposes & goals. Students can be better prepared for such by being provided with initial structure that clarifies
the learning outcomes and strategies. Furthermore, teachers must constantly follow through on student expectations for the learning outcomes throughout the curriculum, providing necessary formal/informal assessment methodologies to monitor their progress (Stewart & Kluwin, 2001). Issues to consider whilst planning the curriculum includes: - Have clear aim & objective of each class - Ensure to identify any new vocabulary - Enforce visual presentation of information and concepts - moderate pace of the class - Share the class plans, ideas & resources with support staffs - Prepare homework sheets - Consider how the content of the curriculum could be assessed to reflect on the student's intellectual knowledge
2B. LEARNING RESOURCES Closed Captions
audio-visual resources such as DVDs and videos should be ensured that CC is supported; it is often difficult for deaf students to rely on lip-reading and hearing aids to fully comprehend such materials.
Interpretors
Children who are signing to communicate would often be supported with an interpretor. Whether the student is using Auslan or Signed English, teachers should be considerate of the basic etiquettes and knowledge whilst running a class with an interpretor present: - Supply interpretors with notes, handouts, DVDs, textbooks etc. to allow them to prepare before class - Speak directly to the deaf student, not the interpretor - Be mindful that the deaf student will not be able to watch the interpretor and any other visual component simultaneously - Be mindful of the small time lag that may occur during translation, but continue to speak at a normal pace.
2C. SOCIAL AND EMOTIONAL WELL-BEING Whilst studying within a community or a group of hearing people, it can often be quite likely that a deaf or a hard-ofhearing student may feel neglected or overwhelmed in the classroom. Hence it is important for teachers and educators to assist in creating an inclusive atmosphere in both in and out the classroom and also support them to be able to find their sense of identity. There has been trends shown through studies that indicates that social behaviors tended to be more withdrawn and less collaborative than those that are hearing, and that deaf children have been found to be more likely to feel rejected and neglected than the hearing peers (Battens, Oakes & Alexander, 2013). Such lack of closeness within peers and the feeling of
rejection and neglect not only has heavy emotional and psychological cost, but it also impacts on their academic achievement; Coyner (1993) states that "the best predictor of academic success in a mainstream program for hard of hearing and eaf students is their acceptance by hearing peers" (p.90).
TRAITS OF DEAF STUDENTS WHO HAS POSITIVE SELF-ESTEEM - state when they have misheard or cannot hear something - not reluctant to identify themselves as deaf/hard of hearing - not afraid to sign/talk in public - If using a hearing aid/cochlear implant, not afraid of them being seen - Aware that they are not the only ones with a hearing loss, and actively seek for friendship (of course, not restricted only to other deaf/hard of hearing children)
STRATEGIES FOR FOSTERING A DEAF STUDENT'S SOCIAL AND EMOTIONAL WELL-BEING - Be mindful of the difficulties that may arise in communication between the deaf and the hearing student - Create a positive attitude towards deafness in and out of class - Encourage participation in curricular/extra-curricular activities - When necessary, promote independence
- Avoid favoritism and overprotection - Invite speakers to come in to raise awareness of deafness to class - Provide educational psychologist for consultation if necessary.
CONCLUSION Education of deaf and hard of hearing students in mainstream school is becoming more and more important, and is vital that proper adequate knowledge is provided for teachers and educators. Along with the strong knowledge-base of the curriculum, communication skills and awareness can have as much importance as a role of teacher to maximize the student’s potential in growing both academically and socio-emotionally. Through this awareness guide, it is hoped that a sound basis was formed to further develop specified curriculum and learning environments by working with various other professionals and staffs, and that such information is shared amongst many others to spread the awareness of the importance of deaf education.
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