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Tables of Contents for Language Issues in Deaf Education
Chapter/Section Title
Page #
Page Count
Introduction
xi
Foundations of Language Intervention
1
36
Language Defined
2
2
Language and Channel
4
1
Types of Input Used in Deaf Education
5
14
Choosing Languages and Systems for Instructional Input
19
12
Summary
31
1
Activities
32
1
References
33
4
Language Development and the Components of Language
37
26
Theories of Language Development
38
2
The Components of Language
40
15
``Normal'' Language Development
55
2
Early Childhood Assessment
57
1
Summary
58
1
Activities
58
2
References
60
3
The Cummins Model and Applications
63
24
The Cummins Model of Language Proficiency
64
3
Basic Interpersonal Communication Skills
67
3
Cognitive Academic Language Proficiency
70
3
Linking CALP to Success in Academics
73
4
The Interdependence and Independence of ASL and English
77
3
Task Analysis Using the Cummins Model
80
1
Helping Students to Acquire Academic Abilities
81
1
Summary
82
1
Activities
83
2
References
85
2
Bilingual/Bimodal Instruction and the Facilitation of American Sign Language
87
34
Definitions: Bilingual, Bimodal, and Bicultural
88
2
Bilingual/Bimodal Instructional Models
90
12
Assessment of ASL Abilities
102
1
ASL Development
103
9
Fingerspelling Development
112
2
Summary
114
1
Activities
114
3
References
117
4
Optimal Language Acquisition
121
26
The Features of Optimal Linguistic Environments
123
16
An Example Using Many Optimal Strategies
139
3
Summary
142
1
Activities
143
1
References
144
3
Taking a Language Sample
147
18
A Representative Sample
148
2
Encouraging the Reluctant Communicator
150
3
Transcribing the Sample
153
1
Coding the Sample
154
7
Summary
161
1
Activities
161
1
References
162
3
The Facilitation of English Use/Pragmatics
165
62
Use Assessment
166
9
Assessing Environments for Facilitation
175
2
Timing
177
1
Available Curricula
178
2
Setting Priorities for Goals and Objectives
180
1
Facilitating Language Use
181
1
Language Strategies
182
9
Communication Games
191
5
Summary
196
1
Activities
197
1
Appendix 7--A: Developmental English Language List
198
24
References
222
5
The Facilitation of English Meaning/Semantics
227
46
Meaning Assessment
228
14
Available Curricula
242
1
Strategies for Intentional Facilitation
242
4
Signing to Encode Meaning
246
1
Figurative Language
247
1
Language Facilitation Ideas
248
9
Facilitating Vocabulary Development
257
2
Listing, Comparing, and Grouping
259
3
Semantic Strategies to Retain Information
262
2
Summary
264
1
Activities
265
1
Resources
266
2
References
268
5
The Facilitation of English Form/Grammar
273
40
Form Assessment
274
10
Curricular Issues
284
5
Signing to Encode Form
289
2
Deciding Whether Facilitation Is Needed
291
1
Strategies for Intentional Facilitation
292
5
The Reed and Burgen Process Approach
297
9
Summary
306
1
Activities
306
1
Resources
307
1
References
308
5
Communication Tips for General Educators
313
40
Deciding Which Language to use When Students Are D/HH
315
1
Determining Students' English Language Abilities
316
4
Writing Language Goals and Objectives
320
1
Using Specific Facilitation Strategies
321
10
Improving Communication in the General Classroom
331
1
Teaming General Educators and Teachers of the Deaf
332
9
Summary
341
1
Activities
342
1
Appendix 10-A: A Checklist of English Language Strategies
343
6
References
349
4
Index
353