Advertisement

TCAD: Vocabulary Acquisition Tool for Motivating Bilingual Pupils with Hearing Impairment in Learning English

  • Santichai Wicha
  • Bernadette Sharp
  • Anthony S. Atkins
  • Pradorn Sureephong
  • Nopasit Chakpitak
Chapter

Abstract

This chapter describes a software system, Total Communication Animated Dictionary (TCAD), developed to support the acquisition and retention of English vocabulary of pupils with hearing impairment in their bilingual education program. TCAD employs a variety of visual aids and animated features (e.g. lip reading, finger spelling, sign and animation) to optimise their vocabulary acquisition. To enhance their retention TCAD includes stories and games which are based on the learnt vocabulary and set within the local context and culture of primary school pupils. TCAD is tested with a set of primary pupils with hearing-impaired from a school based in Chiang Mai, Thailand. The initial investigation showed promising results in the acquisition and retention of English vocabulary. Teachers have noted an improved motivation and enthusiasm among their pupils in learning English as TCAD has provided a forum for social interaction and communication among the pupils.

Notes

Acknowledgement

The authors acknowledge the financial support of the Office of Higher Education Commission, Ministry of Education, Thailand, and the European Erasmus-Mundus Sustainable e-Tourism project 2010–2014.

References

  1. Babbidge H (1965) Education of the deaf. A report to the Secretary of Health, Education, and Welfare by his Advisory Committee on the education of the deaf. Ref. no. 0-765-119. Government Printing Office, Washington DCGoogle Scholar
  2. Barker LC (2003) Computer assisted vocabulary acquisition: the CSLU vocabulary tutor in oral deaf education. J Deaf Stud Deaf Educ 8(2):187–198CrossRefGoogle Scholar
  3. Ben Ari M (2004) Situated learning in computer science education. Comput Sci Educ 14(2): 85–100CrossRefGoogle Scholar
  4. Blamey PJ (2003) Development of spoken language by deaf children. In: Marschark M, Spencer P (eds) Oxford handbook of deaf studies, language, and education. Oxford University Press, pp 232–246Google Scholar
  5. Bosseler A, Massaro DW (2003) Development and evaluation of a computer-animated tutor for vocabulary and language learning in children with autism. J Autism Dev Disord 33(6): 653–672CrossRefGoogle Scholar
  6. Cole EB, Flexer C (2007) Children with hearing loss: developing listening and talking birth to six. Plural Publishing, San DiegoGoogle Scholar
  7. Collins A (1988) Cognitive apprenticeship and instructional technology. Technical report no 6899. BBN Labs Inc, CambridgeGoogle Scholar
  8. Davis FB (1944) Fundamental factors of comprehension in reading. Psychometrika 9:185–197CrossRefGoogle Scholar
  9. Department for Education and Science (1968) The education of deaf children: the possible place of finger spelling and signing. HMSO, LondonGoogle Scholar
  10. Gersten R, Carnine D, Woodward J (1987) Direct instruction research: the third decade. Remedial Spec Educ 8(6):48–56CrossRefGoogle Scholar
  11. Greeno JG (1998) The situativity of knowing, learning, and research. Am Psychol 53(1):5–26CrossRefGoogle Scholar
  12. Hermans D, Knoors H, Ormel E, Verhoeven L (2008) Modeling reading vocabulary learning in deaf children in bilingual education programs. J Deaf Stud Deaf Educ 13(2):55–174Google Scholar
  13. Lave J (1988) Cognition in practice: mind, mathematics, and culture in everyday life. Cambridge University Press, CambridgeCrossRefGoogle Scholar
  14. Lou MW (1988) The history of language use in the education of the deaf in the United States. In: Strong M (ed) Language, learning and deafness. Cambridge University Press, New York, pp 75–98CrossRefGoogle Scholar
  15. McLellan H (1995) Situated learning perspectives. Educational Technology, Englewood Cliffs, NJGoogle Scholar
  16. Mondala L, Doehler SP (2004) Mod Lang J 88(iv):501–518CrossRefGoogle Scholar
  17. Moores DF (1978) Educating the deaf: psychology, principles, and practice. Houghton Mifflin, BostonGoogle Scholar
  18. Moores DF (2001) Educating the deaf: psychology, principles, and practices, 5th edn. Houghton-Mifflin, BostonGoogle Scholar
  19. Moores D, Sweet C (1990) Relationships of English grammar and communicative fluency to reading in deaf adolescents. Exceptionality 1:97–106CrossRefGoogle Scholar
  20. Paul PV (2009) Language and deafness, 4th edn. Jones and Bartlett, BostonGoogle Scholar
  21. Salomon G (1996) Unorthodox thoughts on the nature and mission of contemporary educational psychology. Educ Psychol Rev 8(4):397–417CrossRefGoogle Scholar
  22. Schick B, Moeller MP (1992) What is learnable in manually coded English sign systems? Appl Psycholinguist 3:313–340CrossRefGoogle Scholar
  23. Schmitt N (2000) Vocabulary in language teaching. Cambridge University Press, CambridgeGoogle Scholar
  24. Vernon M, Andrews J (1990) Psychology of deafness. Longman, New YorkGoogle Scholar
  25. Wicha S, Sharp B, Sureephong P, Chakpitak N, Atkins AS (2012) An animated dictionary for hearing impaired students in Thailand. Journal of Research in Special Educational Needs 12 (4): 234–244Google Scholar
  26. Yusoff RCM, Zaman HB, Ahmad A (2010) Design a situated learning environment using mixed reality technology—a case study. World Acad Sci Eng Technol 71:887–892Google Scholar
  27. Zynga (2009) Zynga’s FarmVille becomes largest and fastest growing social game ever. https://zynga.com/. Accessed 10 Oct 2009

Copyright information

© Springer Science+Business Media New York 2013

Authors and Affiliations

  • Santichai Wicha
    • 1
    • 2
    • 3
  • Bernadette Sharp
    • 1
  • Anthony S. Atkins
    • 1
  • Pradorn Sureephong
    • 3
  • Nopasit Chakpitak
    • 3
  1. 1.Faculty of Computing, Engineering and TechnologyStaffordshire UniversityOctagon StaffordUK
  2. 2.School of Information TechnologyMae Fah Luang UniversityChiang RaiThailand
  3. 3.College of Arts, Media and TechnologyChiang Mai UniversityChiang MaiThailand

Personalised recommendations