| This dissertation proposes a researched-based model for effective facilitation of written English acquisition in deaf and hard of hearing children and adults. It begins with an historical overview of the language teaching methodologies used with deaf and hard of hearing individuals in the past, and the recurrent themes and issues still plaguing the field today. The necessary conditions for more successful acquisition of written English are then posited, including: (1) sufficient cortical stimulation for the establishment of normal neurolinguistic patterning in the earliest years of life, followed by (2) abundant opportunities for natural interactions in all target languages, including written English.; The neurobiological foundations of language processing and the ultimate impact of anatomical, sensory, and environmental conditions on neurolinguistic functioning are discussed. Evidence is provided to show that sign language exposure from infancy, like spoken language exposure for hearing babies, supplies the cortical stimulation necessary for normal cerebral organization for language, while delayed exposure to at least one fully accessible language can cause language impairment. In fact, the author's data demonstrate that a facilitative environment is even more critical in the acquisition process than normal neuroanatomy.; Additional studies by the author regarding TTY interactions and computer networking are used to support the claim that it is possible to acquire written English naturally as a second language, building upon the foundation established and the concepts learned in sign language, when opportunities are provided for written/typed interactions that are meaningful, culturally valued, and at levels, which challenge but do not overwhelm the acquirer. The dissertation ends with recommendations for changes in teacher preparation programs, parent education, and school curricula, which would expedite implementation of this model. |
