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TEXAS STATEWIDE CONFERENCE ON
EDUCATION OF THE DEAF AND HARD OF
HEARING—July 18 -10, 2016
“Working with and Teaching Sign Language
‘Successfully’ to Spanish Speakers”
Dr. James E. Kilpatrick, Jr.,
--Department Chair and Full Professor of Spanish in the Dept. of Modern Languages at Missouri
Southern State University, Joplin, MO.
--Dean of Deaf Studies at Northwest School for the Deaf and Hard of Hearing Children in
Seattle, WA
--Tri-lingual (ASL/Spanish/English) Video Relay Sign Language Interpreter at Sorenson, Kansas
City.
--National Sign Language Instructor/Trainer of Freelance and Educational Interpreters of
ASL/PSE/SEE
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SUPPORTING DEAF LATINOS: TEACHERS’ NARRATIVES
by Magen Otwell
Presented to the Faculty of Gallaudet University
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In Partial Fulfillment of Requirements
For the Degree of Doctor of Philosophy
Under the Supervision of Professor Gerner de Garcia
Washington, District of Columbia
November 2015
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• The Latino population, any Cuban, Mexican, Mexican American,
Chicano, Puerto Rican, South or Central American, or
Dominican of any race, increased by 43 percent during the past
ten years (Ennis, Ros-Vargas & Albert, 2011). This rise in the
Latino population has transformed U.S. school demographics.
Currently, one in five school-aged students is Latino, but by
2050 there will be more school-aged Latinos than school-aged,
non-Latino students (Fry & Gonzales, 2008). Within the deaf
school-aged population, nearly 54% of students are racially and
ethnically diverse, with approximately 30% of that population
representing Latinos (Gallaudet Research Institute, 2011). In
addition, approximately 22% of all deaf students are from
Spanish-speaking homes.
Gerner de Garcia (1995) suggests recognizing and validating Latino deaf students’
languages and cultures. Despite their growing presence in our schools, Latino
students’ cultures are often excluded from the curriculum (Miguel, Jr., 2003). In
addition to the exclusion, and due to negative stereotypes and assumptions, these
students’ cultures are viewed as a deficit, rather than an asset (Katz, 1998; Valdes,
1997). A cultural deficit model attributes students’ failure to their culture and
community; putting the blame on the students rather than the school (Delpit, 1995;
Elissondo, 2011). Due to a deficit model view of Latinos in education, these students
have been taught with a subtractive curriculum (Miguel, Jr., 2003; Valenzuela, 2013)
also referred to as subtractive schooling (Sheets, 2005), in which Latino history,
culture, perspective, experience, and language has been eliminated from content
and instruction (Bernal, 2002). Thus, U.S. schools create a divide separating
students from their families, their home cultures, their native language(s), and their
traditions (Addams, 1908).
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Marilyn Sass-Lehrer
Marilyn Sass-Lehrer is a Professor of Education at Gallaudet University and Project Director for the Family-Centered Early Education specialization in the teacher
preparation program. Her school-based experience includes working in schools for the deaf as well as public school programs with children and their families. Dr.
Sass-Lehrer is actively involved in professional organizations that promote professional development and projects that promote partnerships between families and
schools. Her publications cover topics such as teacher competencies, diversity, and family-centered early education, and her research interests include support
services for families with young children who are deaf or hard of hearing.
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Barbara Gerner de Garcia
Barbara Gerner de Garcia, Ed.D. is an Associate Professor in the Department of Educational Foundations and Research, Gallaudet University. She previously
worked as Program Coordinator and teacher in the Hispanic Deaf Program of the Horace Mann School for the Deaf in Boston, Massachusetts. She teaches
multicultural education courses at Gallaudet and is Project Director of Project THREADS, funded by the U.S. Department of Education to increase the multicultural
competence of inservice teachers of the deaf.
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Michele Rovins
Michele Rovins is a Program Associate for the Federal Resource Center for Special Education at the Academy for Educational Development. Her primary
responsibilities include writing/editing and website maintenance. She recently spent time working on a variety of technology and deafness-related research grants
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specifically related to closed captioning and American Sign Language. She received a Master's degree in Deaf Education from Gallaudet University
Cross-Cultural Competence
The development of cultural competence is a process; the goal is for every
member of the school community to demonstrate respect and appreciation
for diverse traditions, beliefs, lifestyles, and languages. It also assumes the
ability of educators to translate that understanding and sensitivity into
practical skills for working and interacting with people from a variety of
cultures to build bridges between families, students, communities, and
schools. Lynch & Hanson (1992) suggest the following strategies for
developing cultural competence:
•Develop a clear understanding of your own beliefs, values, and practices,
and how they are influenced by culture.
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Cross-Cultural Competence
•Gather information about the cultures of individuals and
groups represented among the populations you serve.
•Recruit help from bicultural individuals as guides to
specific customs and practices.
•Participate in the activities of members of other cultural
groups.
•At a minimum, learn a few common phrases in the
languages of families with whom you work.
•Recognize differences in the communication styles of
various cultures; learn to communicate in culturally
appropriate ways.
•When disagreements occur, show respect and make a
sincere effort to understand other perspectives.
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Outreach to the Spanish-Speaking Parents
The following suggestions may help improve home/school
relationships and encourage greater participation of
families who are not part of the mainstream culture.
•Provide translations of printed information for parents,
including school and program brochures, newsletters, and
announcements of special events.
•Provide language interpreters to assure full access to all
school functions and programs.
•Be specific about ways in which parents can get involved
in their children's education.
•Develop trusting, personal relationships with families.
•Offer opportunities for parents from various language
groups or ethnic communities to meet and form support
groups; for example, set up groups of Hispanic or Asian
parents.
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Outreach to the Spanish-Speaking Parents
■ Develop
an advocacy system to help parents express their views, even when those
views differ from those of the school, educational professionals, or other parents.
■ Arrange
community meetings to share information about school programs, resources
and services.
■ Make
it easier for families to attend school functions by providing transportation and
child care.
■ Organize
"buddy systems" to welcome new students and their families to the school.
■ Schedule
events on days and times that are likely to attract all members of the school
community.
■ Plan
school events and programs in consultation with individuals from the various
communities associated with the school.
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Instructional Approaches/Parental Involvement
■ Integrate
study of the languages, history, customs, and perspectives of different
peoples throughout the curriculum. For example, during language instruction,
introduce words and signs from different languages (Mommy-Mami, Daddy-Papi,
Grandpa-Abuelito, Grandma-Abuelita). Lessons dealing with foods or clothing should
include ethnic dishes or costumes that are familiar to children from different
backgrounds.
■ Approach
the study of holidays and historic events from the perspectives of all the
peoples involved. For example, how do Native Americans see Thanksgiving? This
approach can build students' understanding of various points of view and empower
them to challenge accepted "facts." Use art, music, and movement to celebrate the
creative elements of different cultures
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Instructional Approaches (Con’t.)
■ Utilize
learner-centered rather than teacher-directed classroom approaches. That is,
involve students in the learning process through such interactive teaching strategies
as cooperative learning and whole language approaches.
■ Encourage
students to use dialogue journals and other ways of sharing their
experiences and relating new learning to their own experience and perspectives.
■ Provide
learning environments that are student-centered and supportive, getting
students from a variety of cultures involved in shared learning experiences.
■ Form
planning groups of students and teachers to design thematic units that reflect
issues and themes relevant to their lives.
■ Encourage
family and community members to participate in every aspect of the
instructional program: Ask for parent volunteers to serve as classroom aides or field
trip chaperons. Create opportunities for students to get to know many different kinds
of people and learn about their similarities and differences.
SIGN LANGUAGE CLASSES FOR
SPANISH SPEAKING PARENTS
*Use of Emotions
*Words/Activities around the house
*Words for this week
*In English or Spanish
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SIGN LANGUAGE CLASSES FOR SPANISH
SPEAKING PARENTS (Con’t.)
Samples of Dr. Kilpatrick’s Sign Language Lessons for Spanish-Speaking Parents
file:///E:/StatewideKilpatrickSpanishLessonSamples.pdf
Samples of Danise Ito’s (Teacher of the Deaf at Northwest School for the Deaf and
Hard of Hearing Children in Seattle, WA. First, her preferred textbook:
http://www.oc2net.com/modsign/ProductDetail.asp?ProductID=16&DepartmentID=12&
CategoryID=49&BasketID=&MerchantID=15000&RepID=
Interview and Sample of Danise Ito’s (Deaf Ed. Teacher & Great Cross-Cultural
Example):file:///E:/Statewide%20Danise%20Ito%20Spanish%20Lesson%20for%20Par
ents%20July%202016.pdf
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SIGN LANGUAGE CLASSES FOR SPANISH
SPEAKING PARENTS (Con’t.)
Another great Resource for Sign Language Information in Spanish is below:
http://www.signingfiesta.com/pages/2/index.htm
Signing Fiesta
www.signingfiesta.com
Our mission statement: To provide quality educational videos to individuals in need of
learning sign language through Spanish, English and Tagalog.
An Example of Signing Fiesta Series: 1 Video #3
■ https://www.youtube.com/watch?v=JpeiqPBIKkw
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I do not Speak Spanish, what can I do to help
Spanish-Speaking Parents with Deaf Children?
■ Ask
your school district about a Language Line
■ Interpreting
■K
vs. Translating—which do you need?
– 12 Spanish Teachers need Community Hours
■ If
volunteer Interpreter/translator assists, asks HR about a waiver. Careful about
student performance conversations FERPA and IEPs are “protected.”
■ Not
all interpreters/translators are professionally trained, be sure to discuss what you
expect from them! If you don’t, be prepared for some “mishaps.”
■ Locate
Sign language dictionaries written in Spanish.
■ Get
in Groups and Discuss what your challenges are in working with SpanishSpeaking families who have Deaf children.
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Teaching Sign Language to Spanish Speakers is A LOT OF
WORK!!!But, if a child understands and sees value in him/herself, then this same child can value us and the education we are
imparting to him/her.
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