Final Cover- AUSLAN 11 26/9/08 11:10 AM Page 1 How have the needs for Deaf/deaf NESB adults been met within AMEP Report Series Research programs? Is current provision adequate and in what ways could it be improved? Series Editor: Geoff Brindley This Research Report is based on research carried out with service providers of education institutions such as AMES, ELLS, TAFE and DEN (Deaf Education Network). It presents the findings of the research as well as recommendations for teaching Deaf/deaf learners and training TESOL teachers working with them. The report includes the views of Deaf/deaf NESB learners, TESOL teachers of Deaf/deaf NESB learners and providers of English Language and Literacy services. Also included is information for TESOL teachers of Deaf/deaf adults. This report is relevant reading for TESOL teachers and service providers as well as anyone interested in the issues of teaching English as a second language to Deaf/deaf adults. The other titles in this series are: 1. Language Audits and Industry Restructuring Giselle Mawer, 1991 2. Computer-enhanced Language Assessment Chris Corbel, 1993 Improving Services for Deaf 3. Teachers’ Interactive Decision-Making David Nunan, 1993 4. Learner Pathways in the Adult Migrant English Program and Hard of Hearing Lilli Lipa, 1993 5. Non-language Outcomes in the Adult Migrant English Program Elaine Jackson, 1994 NESB Adults in Australia 6. From Proficiency to Competencies: A Collaborative Approach to Curriculum Innovation Youle Bottomley, Jeanette Dalton and Chris Corbel, 1994 7. The Process Syllabus in Action Diana Simmons and Sylvia Wheeler, 1995 8. The Computing Practices of Language and Literacy Teachers Chris Corbel, 1996 9. Investigating Learner Outcomes for Clients with Special Needs in the Adult Migrant English Program Donovan V. Cresdee Pam McPherson, 1997 10. Current Practice in the Use of Telematics to Support Distance Learners in the Adult Migrant English Program Ann Nicholson, 1997 Donovan Cresdee is currently Coordinator of the Auslan Certificate Program at the Adelaide Institute of TAFE. He has been involved in a number of national research projects including projects for the Deaf Education Network and has been working on a new national curriculum for Auslan. He is a founder member of the Auslan Teachers Professional Association and has delivered papers on deafness at many national conferences. 11 National Centre for English Language Teaching and Research Improving Services for Deaf and Hard of Hearing NESB Adults in Australia Donovan V. Cresdee National Centre for English Language Teaching and Research Improving Services for Deaf and Hard of Hearing NESB Adults in Australia Published and distributed by the National Centre for English Language Teaching and Research Macquarie University Sydney NSW 2109 Cresdee, Donovan V, 1956 –, Improving services for Deaf and hard of hearing NESB adults in Australia ISBN 1 86408 403 0. ISSN 1037–5422 1. Deaf - Education - Australia. 2. Minorities - Education - Australia. 3. Immigrants - Education - Australia. 4. English language - Study and teaching - Australia - Foreign speakers. I. National Centre for English Language Teaching and Research (Australia). II. Title. (Series NCELTR research report; 11). 428.00715 371.358 © Macquarie University 1997 Copyright All rights reserved. No part of this publication may be reproduced or transmitted in any form, or by any means, without the publisher’s permission. This is the eleventh in the NCELTR Research Report Series. Series Editor: Geoff Brindley The National Centre for English Language Teaching and Research (NCELTR) is a Commonwealth Government-funded Key Centre of Teaching and Research established at Macquarie University in 1988. The National Centre forms part of the Linguistics discipline within the School of English, Linguistics and Media at Macquarie University. NCELTR is funded by the Commonwealth Department of Immigration and Multicultural Affairs. The publishers have used their best efforts to contact all copyright holders for permission to reproduce artwork and text extracts. Contents Acknowledgments ......................................................................................................................................................iv Chapter 1 Introduction ......................................................................................................................................................................1 Chapter 2 Methodology......................................................................................................................................................................3 Chapter 3 Project outcomes..........................................................................................................................................................5 Chapter 4 Information for teachers of English to speakers of other languages ....................13 Chapter 5 Recommendations ..................................................................................................................................................27 Key terminology ........................................................................................................................................................28 Acronyms and abbreviations ........................................................................................................................30 References ......................................................................................................................................................................32 List of appendices ....................................................................................................................................................34 1. Questionnaire ......................................................................................................................................................35 2. Letter to AMEP providers ..........................................................................................................................37 3. Letter to Deaf and hard of hearing NESB adults ..............................................................38 4. Consent form ........................................................................................................................................................39 Acknowledgments This project was funded by the National Centre for English Language Teaching and Research, and managed by English Language and Literacy Services (ELLS), a work unit within the Adelaide Institute of TAFE, South Australia. ELLS has been fully certified to Australian and International As/NZS ISO 9001, 1994 quality management standards. Postal address Adelaide Institute of TAFE 120 Currie Street Adelaide SA 5000 Telephone 08 8207 8805 Fax 08 8207 8644 TTY 08 8207 8806 iv Improving services for Deaf and hard of hearing NESB adults in Australia Chapter 1 Introduction Project Description The project was designed to: • Illustrate Deaf/deaf NESB learners’ expressed opinions about the current provision of services. • Define the terms Deaf/deaf, including a description of Deaf culture. • Provide a description of the issues relating to Deaf/deaf NESB learners and their needs in order to assist TESOL teachers’ awareness of them. • Recommend the most appropriate methodology for teaching English literacy skills and Auslan. • Identify the skills training needed by TESOL teachers of Deaf NESB learners. • Provide recommendations applying mainly to Deaf NESB learners. Project background/rationale A small but significant number of AMEP clients who are Deaf, profoundly deaf, or hard of hearing, have found it difficult to attain English language competence. It is necessary to identify the extent to which Deaf and hard of hearing NESB learners are served by current provision and to describe the type of provision which would best address their particular needs. The research project has attempted to investigate not only the special learning needs of Deaf and hard of hearing learners, but also the issues relevant to such learners’ language and culture. These issues are significant for learning and teaching, as an understanding of the issues may enable providers of AMEP services to make decisions which accommodate Deaf clients by placing appropriately skilled staff into special classes, making other tuition arrangements or by referring them to the appropriate providers. This project also has attempted to identify essential elements that need to be incorporated into the information for TESOL teachers and language assessors, and to develop appropriate and comprehensive information relevant to Deafness, Deaf culture, Deaf language and literacy issues. The project report concludes with some recommendations for the improvement of language and literacy programs for Deaf and hard of hearing NESB learners in Australia. The reason for this investigation is that, through extensive work with both Deaf and hard of hearing NESB adults over many years, I have been made aware of the lack of appropriate language and literacy programs for Chapter 1 Introduction 1 members of the Deaf culture in Australia. Fred Wilson, an Educational Manager at English Language and Literacy Services, South Australia, and I have encouraged Deaf and hard of hearing NESB adults to express their opinions about their language learning experiences in AMEP services. These opinions have value for this project. Some Deaf NESB interviewees have concerns regarding their personal skills with literacy, their