DHH602 English Acquisition & Dev
Lead Faculty:
Course Description
An overview of research regarding infants, younger and older students who acquire spoken language as a first language and writing development will be discussed. Students will apply a visual bilingual ASL-English framework to the challenge of developing comprehensible basic interpersonal communication as well as cognitive academic language proficiency.
Learning Outcomes
- Each candidate examines the principles of first language development and the effects of disabilities upon language and other learning, and demonstrates basic understanding of the relationship between communication, cognitive, social and emotional development.
- Each candidate examines principles of second language acquisition and learns to use language teaching strategies and curriculum materials effectively in the education of students whose primary language is other than English.
- Each candidate demonstrates the ability to establish learning environments that accommodate diverse physical, emotional, cultural and linguistic needs of students.
- Each candidate demonstrates the ability to identify students’ individual communication styles and abilities and to modify the learning environment to meet their communication needs.
- Each candidate demonstrates knowledge and skill in assessment techniques and tools appropriate for individuals with diverse backgrounds and varying language, communication and cognitive abilities.
- Each candidate demonstrates knowledge of educational trends related to communication and language development of deaf and hard of hearing students.
- Each candidate is knowledgeable about various levels of hearing and visual ability, differences between auditory and visual learners, and the educational implications of both.
- Each candidate examines, evaluates and explains commonalities and individual differences in the areas of communication, cognition, and social-emotional development of deaf and hard of hearing children.
- Each candidate demonstrates knowledge of information related to American Sign Language and existing communication modes used by students who are deaf or hard of hearing.
- Each candidate demonstrates competence in the language(s) and/or mode the beginning teacher will use to instruct students who are deaf or hard of hearing in a means determined by the program, demonstrated by fieldwork, including interactions with deaf adults.
- Each candidate demonstrates the knowledge of and ability to apply techniques to develop language and communication skills in deaf and hard of hearing students.
- Each candidate demonstrates the ability to facilitate independent communication by deaf and hard of hearing students in a variety of environments.
- Each candidate understands the importance of appropriate assessment using the preferred language and communication modality of the deaf and hard of hearing student.
- Each candidate understands the importance of collaborating with the family for identifying the effect of home environment on the learner’s development.
- Each candidate examines classroom practices, instructional strategies, technologies, and materials that promote educational achievement of deaf and hard of hearing students under one or more existing modes or philosophies.
- Each candidate demonstrates knowledge of strategies for promoting interactions of deaf and hard of hearing students with individuals in a variety of environments, including home, school and community.
- Each candidate demonstrates the ability to teach culturally and socially acceptable behaviors (including Deaf culture) in a variety of environments relevant to both deaf and hearing settings.
- Each candidate is given the opportunity to demonstrate the ability to work collaboratively with the deaf community and with other service providers to collect data, set goals, develop action plans and solve problems.
- Each candidate demonstrates knowledge of effects of communication on family relationships.
- Each candidate demonstrates an awareness of biases affecting teaching and develops the ability to convey unbiased information to parents concerning language and communication, placement and service options for their deaf or hard of hearing child.
