There are three categories in this survey:
1) Deaf/Hard of Hearing individuals
2) Working interpreters
3) Interpreting agencies

You can answer two parts of the survey if you are a working interpreter that also is owner of an agency or if you are a deaf/hard of hearing individual that also works as a Certified Deaf Interpreter (CDI) or DI.

http://www.surveymonkey.com/s/bonniegoben

Thanks for your participation and assistance! If you have any questions, please contact me at BJGoben3@gmail.com.

Satisfaction with Sign Language Interpreters in Texas Survey
www.surveymonkey.com

Related posts:

1. Texas Governor’s Committee on People with Disabilities

The citation was originally written by R.B. Wilbur who wrote an article, “The Use of ASL to Support the Development of English and Literacy” in Journal of Deaf Studies and Deaf Education. The article explains the importance of using the first language, ASL, with deaf students to develop their English skills. Wilbur made the comparison of “English and ASL as natural languages for similarities and differences”. It was an argument based on the use of ASL as the first language to develop English and how first language contributes to developing cognitive skills.

Wilbur believes that ASL is a natural language for deaf people. The article explains the two factors to define a natural language, which includes a community of users and babies that can learn from birth. Here’s Wilbur’s comparision with hearing and deaf people’s similarities of natural languages…

“It must be a perfect fit with the perception and production characteristics of the human user, and over time, natural languages evolve to fit the modality in which they are produced and perceived. Obviously, spoken languages are designed to be communicative with ease by people who speak and hear. Similarly, signed languages are evolved to provide easy communication for people who sign and see” (Wilbur, 2000, p. 95).

Other researchers, Susan Easterbrooks and Sharon Baker, also believe that ASL is the most competent visual language for deaf students. With the support of research studies, Wilbur indicates that using ASL as the first language is helpful in developing the proficiency of English with deaf students. It also states that acquiring English is a lot easier for deaf students when they have the first language developed.

According to Wilbur, ASL does have the advantages in performance of cognitive, linguistic, and social skills. Another findings indicate that those deaf children with deaf parents, exposed to ASL, are advanced than deaf children with hearing parents in academic, literacy, English, social, and emotional development (Easterbrooks & Baker, 2002). Shawn Mahshie who is also another researcher had mentioned that children who do not have early first language competence may lack their cognitive and academic language proficiency to do well in school.

Mahshie who specifically quotes, “Sign Language is no longer regarded as a threat to the normal development of deaf children, but rather the best possible guarantee for normal development” (cited as Ahlgren in Mahshie, p. 15). Mahshie clearly emphasizes that the language access is the fundelmental key to developing English.

Another theory by Cummin from Freeman & Freeman, students are able to transfer to the second lanugauge when they are fluent in their first language. Chomsky also theorized that we are born with universal language that we can adapt. This too applies to the fact that, in general, deaf people are born with the natural language.

“The focus should be on the child’s education, which requires communication in a natural language, on which all advanced learning is built. Early knowledge of ASL is a critical part of the solution, not part of the problem” (Wilbur, 2000, p. 100).

Looking back throughout my childhood, teachers had used speech and signed English to develop my first language. I didn’t develop my English proficiency at that time. However, I did gain skills in speech where I could communicate verbally, but my English was nowhere near where I should have been. Majority of deaf students in my classes went through similar situation and they still weren’t able to develop their proficiency in English. It wasn’t until later that I started mainstreaming in regular classes with certified interpreters that used ASL. From that point on, I was able to pick up the concepts and structures of English throughout the classes. Since then, my English had improved dramatically. To this date, I do on occasionally struggle to find the right words to express in proper English. However when it comes to expressing in ASL, I find it liberating since it is my natural language.

Reference

• Easterbrooks, S. & Baker, S. (2002). Language learning in children who are Deaf and hard of hearing: Multiple pathways. Boston: Allyn and Bacon.
• Freeman, Y. S. & Freeman, D. E. (1998). ESL/EFL teaching: Principles for success. Portsmouth, NH: Heinemann.
• Mahshie, S. (1997). A first language: Whose choice is it? Washington, DC: Gallaudet University Pre-College National Mission Programs.

Related posts:

1. Free English Literacy Class

So far, over 300 youth and parents have taken part in the study, but we need YOUR help! We especially need participants who have mild to moderate hearing loss. As a thank you for taking part in the study we will give you $25 for your completed questionnaire.

It is easy to participate in the study. You can either call one of our study coordinators at 1-800-283-5827 who will provide you with additional information and ask you a few questions to determine your eligibility OR you can go to our website and complete our on screening form:https://depts.washington.edu/projhql/FAQ/index.htm Look in the left yellow column for the group you are in (parent or youth) and click on parent or youth. When you get to the login screen use the custom Id “platypus2009” to gain access to the form. If you have more than one child who is D/HH, you must fill out separate form for each child. This takes less than 5 minutes to complete.

If your child is eligible, a research staff will mail you a packet of forms to sign and return. After we get the forms, a research staff will give you a password to begin filling out the survey form online. For parents of children ages 5 to 10, the survey will take less than 30 minutes. For youths ages 11 to 18, it will take about 45 minutes. If you or the youth prefer ASL administration, we can mail you a DVD. The English print is available online and in paper form if you prefer this.

If you have questions or concerns, please feel free to contact me at 866-758-9568 (VP) or poornak@u.washington.edu.

Contact Info:
Poorna Kushalnagar, PhD
poornak@u.washington.edu
https://depts.washington.edu/projhql/
VP or Telephone No: 866-758-9568

Related posts:

1. Free Tax Preparation for the Deaf and Hard of Hearing!
2. Free Tax Preparation for the Deaf and Hard of Hearing
3. Deaf and Hard of Hearing Job Fair!