A Case Study of Native-ASL Deaf Child's Play in an ASL/English Bilingual Preschool Classroom: Play Behaviors, Interactions, and Language Use

Autor/in	Musyoka, Millicent Malinda
Titel	A Case Study of Native-ASL Deaf Child's Play in an ASL/English Bilingual Preschool Classroom: Play Behaviors, Interactions, and Language Use
Quelle	(2013), (318 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Gallaudet University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3035-2679-4
Schlagwörter	Hochschulschrift; Dissertation; Preschool Children; Bilingual Students; Bilingual Education; Deafness; American Sign Language; English; Native Speakers; Play; Language Usage; Nonverbal Communication; Child Behavior; Interpersonal Relationship; Mixed Methods Research + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Bilingual teaching; Bilingualer Unterricht; Gehörlosigkeit; Taubstummheit; English language; Englisch; Muttersprachler; Spiel; Sprachgebrauch; Non-verbal communication; Nonverbale Kommunikation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	The focus of this mixed method study was to investigate the play behaviors, play interactions, and language use--within a bilingual AS L/English classroom--of a Deaf child who is a native user of American Sign Language (ASL). Play is an essential element in all children's development. Previous research suggests that there is a strong relationship between play, language development, social development and cognitive development. In particular, language is required in all social interactions, including play. Native-ASL Deaf children have been reported, in previous studies, to have language, social, and cognitive development similar to that of their hearing peers. In the current study, it was the position that a native-ASL Deaf child attending a bilingual, ASL/English classroom had the advantage of early exposure and access to language--both at home and in school. Consequently, the assumption was that this very early exposure and access to language (which many deaf children are not yet provided in the current system in the United States and many other countries), would affect the nature of play behaviors, interactions, and language use. To date, there is no research evidence on the nature of the play behaviors, interactions, and language use of native-ASL Deaf preschoolers. Prior research compared the play of deaf children with that of their hearing peers, without considering language as an important element. Researchers concluded that deaf children's play was cognitively limited in complexity, content, and play patterns. In addition, deaf children's play was reported as less socially interactive and lasting a relatively short span of time. In this study, the play of a native-ASL Deaf child was observed, documented, and analyzed using both qualitative and quantitative methods simultaneously. The findings provided a detailed, descriptive report on the nature of the child's play behavior, interactions, and language use. In addition, the study demonstrated how the child's play was influenced by the reciprocal interactions that took place due to the presence of language access and language use during play. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Update	2020/1/01