![]() ![]() In choosing an emic perspective, we postulated that parents and teachers who have experienced first-hand or at close range what it is like to learn to read in an ASL–English bilingual environment would bring new insights to the design of studies about reading and bilingually reared and educated deaf children. By learning about a culture through the consideration of emic perspectives, teachers demonstrate a commitment to understanding the development of literacy as informed by cultural, linguistic, epistemological, and political diversity ( Lenski, Crumpler, Stallworth, & Crawford, 2005, p. An ethnographically informed approach to preservice teacher education is potentially transformative in that teachers learn to acknowledge, recognize, and suspend generalizations based upon their own cultural center and experiences. The recognition that culture has a profound impact on education and learning and the need for educators to be culturally competent and proficient has been established in the literature ( Banks & Banks, 2005 Gay, 2003 Sleeter & Grant, 2006). Through educational opportunities that pay close attention to the development of linguistic and social identities in both languages, “language minority” students see themselves and others as equal citizens in a linguistically and culturally diverse society ( Freeman, 1994).Īdditionally, in the scholarship on educational practices, consideration of emic perspectives is seen as an important component for preparing culturally responsive educators reflection on one’s assumptions and attitudes is especially important for educators who teach children culturally different from themselves. Importantly, these emic perspectives on language use also bring to bear discursive practices that empower students who are not language majority students, both hearing and deaf ( Freeman, 1994 Thumann-Prezioso, 2005). ![]() Native users of languages bring to the classroom setting specific cultural, linguistic, and social knowledge and practices that contribute strategies for teaching bilingual and bicultural children. Alternative epistemologies uncovered by qualitative research bring to light ways of being and knowing that have been historically overlooked or ignored ( Madill & Gough, 2008). Insights gained through qualitative research, and specifically, the conscious exploration and inclusion of emic perspectives, can and should be a vital part of education planning, particularly in diverse, bilingual, and bicultural settings ( Dillon, 2005 Ercikan & Roth, 2006). Despite a growing awareness of the “bilingual advantage” for hearing and especially for deaf children, the widespread adoption of a bilingual approach in deaf education has been hampered by a lack of understanding of the community- and language-based principles available for ASL users in accessing education and print, practices that are fostered in a bilingual environment ( Enns, 2006 Goldin-Meadow & Mayberry, 2001 Grosjean, 2008 Hermans, Ormel, & Knoors, 2010 Musselman, 2000 Snodden, 2008). Notable exceptions in the existing scholarship include the emic focus reflected in Kuntze’s (1998) work on literacy, language, and deaf children Lieberman, Hatrak, and Mayberry’s (2013) work on eye gaze and deaf parents’ interactions with their young deaf children and Crume’s (2013) exploration of teachers’ beliefs about and strategies for promoting the equivalent of phonological awareness in ASL with young deaf students.Īn emic perspective can provide a holistic view of the “native” processes of the bilingual language acquisition, learning, use, and pedagogy that undergirds English literacy. The emic, or insiders’ perspective, of deaf parents and educators of bilingual deaf children has been largely absent in this research ( Clark, 1998 Humphries, 2001 Pollio & Pollio, 1991). Rather, much of the focus has been upon reading difficulties and the reasons and causes of these problems ( Paul, Wang, Trezek, & Luckner, 2009) and little of the research is focused upon what skilled bilingual deaf students do when they read ( Andrews & Zmijewski, 1997 Easterbrooks, 2005). Relatively few empirical studies on reading and deaf individuals have incorporated a sociocultural perspective related to literacy development in children raised and educated bilingually in American Sign Language (ASL) and English ( Bailes, 2001 Crume, 2013 Easterbrooks, 2005 Goldin-Meadow & Mayberry, 2001 LaSasso & Mobley, 1997 Luckner, Sebald, Cooney, Young, & Muir, 2005 Padden & Ramsey, 2000). ![]()
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