Analysis of classroom discourse on bilingual education for the Deaf : Focusing on visual and linguistic strategies in Japanese Sign Language

バイリンガル　アプローチ　ニ　ヨル　ロウキョウイク　ニ　オケル　キョウシツ　ダンワ　ブンセキ　ニホンシュワ　ニ　ヨル　シカクテキ　カツ　ゲンゴテキ　ナ　ストラテジー　ニ　ショウテン　ヲ　アテテ

アベ, タカノブ

Abe, Takanobu

Mother Tongue, Heritage Language, and Bilingual Education Research Association

ボゴ　ケイショウゴ　バイリンガル　キョウイク　ケンキュウカイ

ろう児

パイリンガル教育

This study investigates how deaf teachers and pupils whose mother tongue is Japanese Sign Language (JSL) use visual and linguistic strategies in JSL, such as pointing, fingerspelling, and referential shift, to promote the understanding and examination of lesson content in schools for the Deaf whose educational method involves a bilingual approach to JSL and written Japanese. The results indicate that pointing to Japanese writing on letter cards and whiteboards effectively works to link written Japanese and JSL and to constitute the center of a teaching method called chaining (Padden and Ramsey, 2000). Additionally, secondary Japanese codes, such as manual coded Japanese and fingerspelling, are not used as strategies for in Japanese as a second language education. Pupils can present the results of their translation of written Japanese to JSL and explain their past experiences and their thoughts by using referential shift. This suggests that JSL as the first language can be developed as ’the Academic Language' by instruction to focus on the meaning aspects of the two languages, JSL and written Japanese.