The language zone: Differentiating writing instruction for students who are d/deaf and hard of hearing
Document Type
Article
Publication Date
1-1-2019
Subject Area
ARRAY(0x555d4cef4bd0)
Abstract
Interactive Writing (IW) is a powerful support for language and literacy development; however, its emphasis on using oral language to construct written language can present challenges for deaf/Deaf and hard of hearing (d/Dhh) students due to their unique and diverse language experiences. Teachers (n = 14) using Strategic and Interactive Writing Instruction (SIWI) with grade 3–5 d/Dhh students in a variety of settings were observed using a space referred to as ‘the language zone’ to address the unique language and literacy needs of d/Dhh students. The language zone is the designated space in a classroom where the creation, translation and revision of ideas is made visible. Researchers developed a flowchart with three tiers to document the three purposes for which the teachers use the space. Accompanying scenarios provide concrete examples of three distinct ways in which the language zone can be used. Teachers can use this language zone flow chart as a tool to recognize, analyze and select instructional moves that have the potential to positively impact the language and literacy proficiencies of d/Dhh students.
Publication Title
Writing and Pedagogy
Volume
11
Issue
1
First Page
1
Last Page
22
Digital Object Identifier (DOI)
10.1558/wap.30045
ISSN
17565839
E-ISSN
17565847
Citation Information
Dostal, Hannah M.; Wolbers, Kimberly A.; and Kilpatrick, Jennifer Renée, "The language zone: Differentiating writing instruction for students who are d/deaf and hard of hearing" (2019). UNF Faculty Research and Scholarship. 995.
https://digitalcommons.unf.edu/unf_faculty_publications/995