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Deaf Students Using Sign Language in Mainstream Science Classrooms

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Science Teacher Preparation in Content-Based Second Language Acquisition

Part of the book series: ASTE Series in Science Education ((ASTE))

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Abstract

We introduce the work of the British Sign Language (BSL) glossary of technical science terms, based at the Scottish Sensory Centre at the University of Edinburgh. This online glossary is designed to support deaf students and staff. BSL has previously not had a wide range of technical vocabulary and in this chapter we discuss some of the linguistic features of the new vocabulary contributed by deaf scientists and sign linguists. We explore ways that mainstream science teachers are prepared to deal with deaf issues in the UK, and how specialist teachers of deaf children are trained to support them. We review the linguistic and pedagogic issues relating to teaching science to deaf children who sign, discussing the complexities of working in a mainstream science class with sign language interpreters. A course developed by the Scottish Sensory Centre for science teachers and support staff based on the work of the Glossary is described. Finally, the professional development course is evaluated by science teachers, teachers of deaf children and BSL/English interpreters.

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Notes

  1. 1.

    Following the convention suggested by Woodward (1972) and now commonly accepted, the use of the uppercase “Deaf” denotes deaf people who use sign language and regard themselves as members of a linguistic and cultural minority, while the lowercase “deaf” refers to those with hearing loss.

  2. 2.

    Level 1 in BSL can be gained after 50 h study of the language.

  3. 3.

    http://www.ssc.education.ed.ac.uk/bsl/biology/amylase.html

  4. 4.

    http://www.ssc.education.ed.ac.uk/bsl/biology/catalase.html

  5. 5.

    http://www.ssc.education.ed.ac.uk/bsl/biology/invertase.html

  6. 6.

    http://www.ssc.education.ed.ac.uk/bsl/biology/pepsin.html

  7. 7.

    http://www.ssc.education.ed.ac.uk/bsl/biology/enzyme.html

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Author information

Authors and Affiliations

  1. University of Edinburgh, Edinburgh, Scotland

    Audrey Cameron & Rachel O’Neill

  2. Department of Languages and Intercultural Studies, Heriot-Watt University, Edinburgh, Scotland

    Gary Quinn

Authors
  1. Audrey Cameron
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  2. Rachel O’Neill
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  3. Gary Quinn
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Corresponding author

Correspondence to Audrey Cameron .

Editor information

Editors and Affiliations

  1. State University of New York at Albany, Albany, New York, USA

    Alandeom W. Oliveira

  2. Texas Christian University, Fort Worth, Texas, USA

    Molly H. Weinburgh

Appendices

Appendices

Appendix A: Science Sign Language Glossaries from different countries in the world

Glossary

Country

Website

STEM in BSL Glossary, Scottish Sensory Centre, University of Edinburgh

Scotland, UK

www.ssc.education.ed.ac.uk/BSL/list.html

Science Signs, Wolverhampton University

England, UK

www.sciencesigns.ac.uk

Projeto Surdos Glossario (LIBRAS), Universidade Federal do Rio de Janeiro

Brazil

http://projetosurdos.bioqmed.ufrj.br/categoria/produtos/projeto _glossario/

NTID Science Signs Lexicon (ASL), National Technical Institute for the Deaf at Rochester Institute of Technology

US

www.rit.edu/ntid/sciencesigns/

Sign Language for the Classroom (ASL), embe Outreach

US

www.needsoutreach.org/Pages/sl.html

Signing maths and science (ASL)

US

http://signsci.terc.edu/SSD/index.htm

First Steps in Physics for the Deaf project (Bulgarian Sign Language)

Bulgaria

www.signlanguage-bg.com/products.php?page=10

Appendix B: Handout on Practicalities of Teaching Deaf Pupils in Science

Knowledge and Experience

  • Be aware that deaf children may not have the same experiences or backgrounds as hearing children – they are likely to have less general world knowledge and know fewer technical terms. Encourage all pupils to discuss their experiences related to the topic being taught.

  • The English language is often a challenge for deaf pupils, especially when reading scientific text; focus questions are important in class and in relation to reading.

Using Visual Resources Carefully

  • Use visual materials to support your lesson – PowerPoint slides, smart boards or the basic white board. All pupils will benefit.

  • Only show one source of visual information at a time.

  • Use and demonstrate real-life objects that apply to the science being taught.

  • Use the classroom walls to build up visual resources and definitions of key terms; use colour for different groups or concepts.

Teaching

  • Make eye contact with pupils while teaching. Make sure you have their attention before you start teaching or during discussions/ debates – flicking the lights on and off is a good way of gaining deaf pupils’ attention.

  • Try to meet all pupils’ communication preferences (BSL, Signing with spoken language order, or spoken communication). Work with the sign language interpreter if you are not able to sign yourself. Expect deaf pupils to switch between languages depending on who they are communicating with. This may include writing notes and using speech.

  • Write important information on the whiteboard or wall to let the pupils know e.g. dates for tests/ exams, homework, change of venue, etc.

  • At the start of the lesson, give an outline of the lesson plan on the whiteboard or wall so they know what to expect.

  • When demonstrating, ensure all are watching you before you start the demonstration; explain what you will do first, and repeat this after you have done the demonstration. Deaf pupils are not able to watch the teacher talking and the demonstration at the same time.

  • Circulate among the pupils while they carry out their activities. Stand still and in a good light if talking to a deaf pupil. Usually the sign language interpreter will move next to you.

  • At the end of the lesson provide a written recap on the whiteboard or discuss what was learned during the lesson.

  • Before starting a new topic, make sure that pupils understand what has just been taught -use questioning and homework tasks to check.

Questions

  • Use different styles of questioning and ask focus questions which are relevant and will encourage inquiry.

  • Encourage deaf pupil(s) to ask or answer questions in the classroom. Allow ‘wait time’ to encourage more thorough responses and to allow time for the sign language interpreter to get the questions to the deaf pupils.

  • Look at the deaf pupil, not the interpreter when replying to her or his questions.

  • Let the deaf pupil know who is talking; pupils asking questions should put their hands up. Repeat the question if the deaf pupil is not able to follow.

Classroom

  • In mainstream settings, ensure the deaf pupil is able to watch the mainstream teacher, sign language interpreter and the whiteboard.

  • Try to arrange the desks and chairs in the classroom to allow the deaf pupil to see who is contributing more easily, for example try a semi-circle.

  • Ensure deaf pupils are safe when doing experiments, but do not over-protect them.

  • Do not stand in front of the window because deaf pupils will not be able to see your face properly, important for speech reading.

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Cameron, A., O’Neill, R., Quinn, G. (2017). Deaf Students Using Sign Language in Mainstream Science Classrooms. In: Oliveira, A., Weinburgh, M. (eds) Science Teacher Preparation in Content-Based Second Language Acquisition. ASTE Series in Science Education. Springer, Cham. https://doi.org/10.1007/978-3-319-43516-9_19

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  • DOI: https://doi.org/10.1007/978-3-319-43516-9_19

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-43514-5

  • Online ISBN: 978-3-319-43516-9

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