The Use of Japanese Sign Language in Teaching Writing to Deaf Children

ロウジ　ノ　ニホンゴ　サクブン　シドウ　ニ　オケル　ニホンシュワ　ノ　カツヨウ

サノ, アイコ

Sano, Aiko

増谷, 梓

マスタニ, アズサ

Masutani, Azusa

阿部, ゆかり

アベ, ユカリ

Abe, Yukari

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

作文指導

日本手話

トランス・ランゲージング

Research Papers

Previous studies have shown the challenges many Deaf children face in acquiring literacy, and have suggested approaches that should be taken in order to combat these problems. This study is situated in a framework that treats Deaf children as bilinguals of both Japanese and Japanese Sign Language (JSL), two different and distinct Ianguages, and reports an approach in which Deaf students make use of JSL while engaging in a writing task in Japanese. The participants of this study were 5 Deaf students from grade 3 to grade 6 who use JSL both in and outside of classes on a daily basis. The students participated in a class discussion on a given topic and made a speech using JSL prior to writing about the topic in Japanese. Their writing samples were analysed both quantitatively and qualitatively. The quantitative analysis through the number of types and tokens, as well as the Idea Units revealed that all the students made use of JSL in their writing in general, but with great individual differences. These individual differences are analysed qualitatively, and pedagogical implications are discussed.

増谷, 梓

阿部, ゆかり