Academic, linguistic, social and identity development in hard of hearing adolescents educated within an ASL/English Bilingual/Bicultural educational setting for deaf and hard of hearing students Item Type text; Dissertation-Reproduction (electronic) Authors Grushkin, Donald Adam, 1965- Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 06/10/2021 03:30:25 Link to Item http://hdl.handle.net/10150/282113 INFORMATION TO USERS This manuscript has been reproduced from the microfihn master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter fece, while others may be from any type of computer printer. 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Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell & Howell Information Company 300 North Zedb Road, Ann Aibor MI 48106-1346 USA 313/761-4700 800/521-0600 AC.^EMIC. LINGUISTIC, SOCLAL AND IDENTITY DEVELOPiMENT IN HARD-OF-HEARING ADOLESCENTS EDUCATED WITHIN AN ASL/ENGLISH BILINGUAL/BICLT-TURAL EDUCATIONAL SETTING FOR DEAF ANT) HARD-OF-HEARING STUDENTS by Donald Adam Grushkin Copyright © Donald Adam Gaishkin 1996 A Dissertation Submitted to the Faculty of the DEPARTxMENT OF L.ANGUAGE. READING ANT) CLT.TLTIE In Paniai Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY' In the Graduate College THE LTsl\^RSITY OF ARIZONA 1996 UMI Number: 9706150 Copyright 1996 by Grushkiii, Donald Adzua All rights reserved. UMI Micrororm 9706150 Copyright 1996, by UMI Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 2 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Final Examination Committee, we certify that we have read the dissertation prepared bv Donald Af^am Grushkin entitled Academic, Linguistic, Social and Identity Development in Hard-of- Hearing Adolescents Educated Within an ASL/English Bilingual/ Bicultural Educational Setting for Deaf and Hard-of-Hearing Students. and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy Date Date Date Date Date Final approval and acceptance of this dissertation is contingent upon the candidate's submission of the final copy of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requii ir Dissertation Director^ Date STATEMENT BY AUTHOR This dissertation has been submitted in partial fulfillment of requirements for an advanced degree at The University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from this dissertation are allowable without special permission, provided that accurate acknowledgement of source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the copyright holder. 4 ACKNOW LEDC.M F.NTS This Dissertation could not have been completed without the help and support of many people. Although all cannot be named here, a few of the most important must be mentioned. To Ella Mae Lentz: Thank you for generously allowing me to cite your poem "To a Hearing Mother" in full in this Dissertation. This poem truly embodies the spirit of cooperation and collaboration to which the Deaf and Hearing worlds should aspire. I must also thank Dr. Thomas Holcomb: Your words of advice on completing this Dissertation echoed those of the NIKE corporation, but were just as meaningful; "Just Do It" Thank you for taking the time to provide your feedback on the early drafts of the Dissertation, and for your support. Steve Never It has been a pleasure knowmg you and discussing our research with each other. Your insights and help have always been quite useful in my work. Many thanks to all those others in the Deaf Community who, upon learning of the topic of this Dissertation, said "What an important study! It's about time' Thank you for doing this!" In addition to giving me a place I could call my own, you gave me the inspiration to continue at those moments when I felt like stopping. To the members of my committee. Dr. Richard Ruiz. Dr. Luis Moll, and Dr. Shirin Antia. Thank you for agreeing to work with me. .Although some of you did not know me well, you took the time to read this work. Your feedback throughout the process of writing was helpful in getting the work completed .Also to Dr. Julie Reichman, for your expertise and knowledge of audiological terminology and concepts To David Geeslin: A true Friend and Brother, you unintentionally started me on the path towards an interest in Linguistics. I would not be completing this Doctoral work if I had never known you. I am glad to have had your fnendship for all these years To my parents. Arnold and Beverly Grushkin: We have had our disagreements, but whatever the choices you made in raising me. you were defimtely instrumental in making me the person I am today. Also, to my brothers, Joe and Eric Grushkin. Thank you for instilling the spirit of competition and "survival of the fittest" in me. Last, but hardly least, to my beautiful Fiancee and best fnend, Theresa Statler You were and are the most important influence in getting this Dissertation completed, for without your constant "noodging", I would never have completed this on time. More importantly, you kept me well-fed, cleanly clad, and provided a roof over my head dunng this year of unemployment. Ultimately, this work could not have been done without you Your informal "editorship" of my writing has always been valuable, as have your comments, which fi-equently made me laugh. I look forward to many more years of partnership and laughter together. 5 TABLE OF CONTENTS LIST OF FIGURES 7 ABSTRACT 8 PREFACE 9 CHAPTER 1: INTRODUCTION 12 Whither the hard-of-hearing? 17 The problem of definitions; To be hard-of-hearing or not to be hard-of-hearing 20 Audiological Definitions 20 Cultural and Attitudinal Definitions 27 The problem of education; Educational, Linguistic and Social Considerations 31 Educational placement options for the deaf and hard-of-hearing 31 Communicative and Linguistic issues 37 Educational Impacts 43 Socialization and Self-Esteem 45 The problem of Identity; Ethnicity, Identity, the Deaf and the hard-of-hearing 59 Ethnicity, identity and the deaf 62 Identity, ethnicity and the hard-of-hearing 73 Summary and Implications 79 CHAPTER TWO; A CHANGING PARADIGM 82 A History of the Deaf 82 Bilingualism and Language Use 88 Bilingual Education; Theory and Practice 94 Bilingual Education; Theoretical Models 94 Bilingual Education; In Practice at CSDF 102 CHAPTER THREE; METHODOLOGY 117 Research Questions 117 Academic Domain 117 Linguistic Domain 118 Social Domain 119 Identity Domain 119 Theoretical Considerations 120 Site and Participant Selection 126 Selection Criteria 127 Data Collection 119 Data Analysis 124 6 TABLE OF CONTENTS - Continued CHAPTER FOUR; THE STUDY 133 The Participants 133 Experiences in the Mainstream 137 Academic and Communicative Experiences 138 Social Experiences 145 Identity and Self-Esteem 153 Summary and Implications 156 CHAPTER FIVE; LIFE AT CSDF 154 Linguistic Development 158 Academic Development 188 Development of Socialization 207 Identity Development 224 Summary 239 CHAPTER SIX; FOREVER LOST IN A SOCIO-CLTTURAL LIMBO'' 246 APPENDIX A 279 APPENDIX B 280 APPENDIX C 281 APPENDIX D 282 APPENDIX E 283 APPENDIX F 284 APPENDIX G 285 APPENDIX H 286 APPENDIX 1 287 REFERENCES 288 IJSTOFFTGIJRFS FIGURE I, Diagram of "mapping" exercise 8 ABSTRACT Hard-of-hearing individuals currently possess an ambiguous status in the Deaf and Hearing worlds. Neither Hearing nor Deaf themselves, they often exhibit characteristics of both groups. Current educational policy maintains that the public school environment represents the best placement option for hard-of-hearing children. Yet, there is a large body of research which points to academic, linguistic and social diflBculties m the mainstream. In addition, there is some evidence that hard-of-hearing individuals often experience confiision in their sense of personal identity in mainstreamed environments, upon recognition that they often cannot fiilly present themselves as a "Hearing" person, which is what is often expected of them. However, the literature suggests that hard-of- hearing people often gain an enhanced sense of self-identity and esteem upon learning of meeting, and interacting with Deaf people. The placement of hard-of-hearing children in a school for the deaf, especially one offering an ASL/English Bilingual/Bicultural program, is one possible means of resolving the academic, linguistic, social and identity conflicts of hard-of-hearing individuals.