language zone – Strategic & Interactive Writing Instruction (SIWI)

The Language Zone: Differentiating writing instruction for students who are deaf and hard of hearing

Dostal, H., Wolbers, K. & Kilpatrick, J. (2019). The Language Zone: Differentiating writing instruction for students who are deaf and hard of hearing. Writing & Pedagogy, 11(1). http://dx.doi.org/10.1558/wap.30045

ASL

grammar

interactive

language delay/deprivation

language zone

linguistic/metalinguistic

written language

Interactive Writing is a powerful support for language and literacy development; however, its emphasis on using oral language to construct written language can present challenges for deaf students due to their unique and diverse language experiences. Teachers (n = 14) using Strategic and Interactive Writing Instruction (SIWI) in grades 3–5 were observed using a space referred to as ‘the language zone’ (LZ) to address the needs of deaf students. The LZ is a space in a classroom where the creation, translation and revision of ideas is made visible. Researchers developed a flowchart with three tiers to document the purposes for which teachers use the space. Accompanying scenarios provide concrete examples. Teachers can use the LZ flow chart as a tool to recognize, analyze and select instructional moves that may positively impact the language and literacy proficiencies of deaf students.

Read in Full

Book Chapters

School as a site for natural language learning

Kuntze, M. Golos, D., Wolbers, K., O’Brien, C. & Smith, D. (2016). School as a site for natural language learning. In M. Marschark, V. Lampropoulou & E. Skordilis (Eds.), Diversity in Deaf Education (pp. 77-108). Oxford, UK: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780190493073.003.0004

Tags: apprenticeship, ASL, interaction, language delay/deprivation, language zone, linguistic/metalinguistic

According to the sociocultural perspective of language development, language learning is a by-product of communication that is meaningful. For deaf students, who often have limited access to communication at home, it becomes more essential that their school provides a rich communicative environment. Meaningful interaction is a powerful motivating force in human development and learning. When a deaf child is provided full communicative access in the classroom, where the teachers and classmates play the facilitative role of helping the child understand and make meaning, the child is provided an invaluable opportunity to learn language naturally. Critical questions are examined related to the access to, implementation of, and impact of a communication-rich environment. The research is grounded in sociocultural theories of learning to illuminate possible ways to mitigate the impoverished contexts for language, literacy, and cognitive development.