Deaf writers’ application of ASL knowledge to English

Authors

Kimberly Wolbers, University of Tennessee, KnoxvilleFollow
Lisa M. Bowers, University of ArkansasFollow
Hannah M. Dostal, University of Connecticut - Storrs
Shannon C. Graham, Washington School for the DeafFollow

Document Type

Article

Publication Date

2013

DOI

10.1080/13670050.2013.816262

Abstract

Language transfer theory elucidates how first language (L1) knowledge and grammatical features are applied in second language (L2) writing. Deaf and hard of hearing (d/hh) students who use or are developing American Sign Language (ASL) as their L1 may demonstrate use of ASL linguistic features in their writing of English. In this study, we investigated the extent to which 29 d/hh students in grades 6-8 (mean age = 13.2) with diverse ASL exposure incorporated ASL features in their English writing. We also investigated the impact of one year of Strategic and Interactive Writing Instruction (SIWI) to increase students’ metalinguistic knowledge and linguistic competence, and subsequently reduce ASL features in writing. Results indicate that ASL transfer is found in the writings of students with varied L1 experiences, and that SIWI can lead to significant reductions of ASL features in writing. The findings suggest that bilingual literacy programs where there is an emphasis on implicit language competence and metalinguistic knowledge can support d/hh students in the development of written English.

Comments

Wolbers, K., Bowers, L., Dostal, H., & Graham, S.C. (2013). Deaf writers’ application of ASL knowledge to English. International Journal of Bilingual Education and Bilingualism, 17(4), 410-428. doi: 10.1080/13670050.2013.816262

Recommended Citation

Wolbers, Kimberly; Bowers, Lisa M.; Dostal, Hannah M.; and Graham, Shannon C., "Deaf writers’ application of ASL knowledge to English" (2013). Theory and Practice in Teacher Education Publications and Other Works.
https://trace.tennessee.edu/utk_theopubs/9