Global ETD Search

1	Language use of bilingual deaf adults using Australian sign language (Auslan) and Australian English Bartlett, Meredith Jane January 2008 (has links) This study investigated the language use of deaf adult bilinguals in conversation with each other in workplace settings, and with their deaf and hearing children in home settings. The aim was to gain insight into the Auslan-English language contact outcomes that might be found in these settings, and what factors influenced these outcomes. The results indicated that the most unique use of language by deaf bilinguals was that of simultaneous use of both spoken English and Auslan, and it was this simultaneous use which facilitated the two examples of code-switching (defined as a complete change of language from Auslan to spoken English) that was found in the data. The other two contact outcomes of significance were frequent transference of English into Auslan, and the equally frequent use of fingerspelling, which has a pivotal role in filling the gap in Auslan, a language with no orthographic form. The study also revealed that Auslan (a signed language) was the language in which many issues of identity were expressed by deaf bilinguals, regardless of whether the individual was a first or second language learner of Auslan. The results confirmed that these language and identity factors did influence the language contact outcomes.
2	Language use of bilingual deaf adults using Australian sign language (Auslan) and Australian English Bartlett, Meredith Jane January 2008 (has links) This study investigated the language use of deaf adult bilinguals in conversation with each other in workplace settings, and with their deaf and hearing children in home settings. The aim was to gain insight into the Auslan-English language contact outcomes that might be found in these settings, and what factors influenced these outcomes. The results indicated that the most unique use of language by deaf bilinguals was that of simultaneous use of both spoken English and Auslan, and it was this simultaneous use which facilitated the two examples of code-switching (defined as a complete change of language from Auslan to spoken English) that was found in the data. The other two contact outcomes of significance were frequent transference of English into Auslan, and the equally frequent use of fingerspelling, which has a pivotal role in filling the gap in Auslan, a language with no orthographic form. The study also revealed that Auslan (a signed language) was the language in which many issues of identity were expressed by deaf bilinguals, regardless of whether the individual was a first or second language learner of Auslan. The results confirmed that these language and identity factors did influence the language contact outcomes.
3	An Historical Perpsective On the Academic Education Of Deaf Children In New South Wales 1860s-1990s Crickmore, Barbara Lee January 2000 (has links) This is an historical investigation into the provision of education services for deaf children in the State of New South Wales in Australia since 1860. The main focus is those deaf children without additional disabilities who have been placed in mainstream classes, special classes for the deaf and special schools for the deaf. The study places this group at centre stage in order to better understand their educational situation in the late 1990s. The thesis has taken a chronological and thematic approach. The chapters are defined by significant events that impacted on the education of the deaf, such as the establishment of special schools in New South Wales, the rise of the oral movement, and aftermath of the rubella epidemic in Australia during the 1940s. Within each chapter, there is a core of key elements around which the analysis is based. These key elements tend to be based on institutions, players, and specific educational features, such as the mode of instruction or the curriculum. The study found general agreement that language acquisition was a fundamental prerequisite to academic achievement. Yet the available evidence suggests that educational programs for most deaf children in New South Wales have seldom focused on ensuring adequate language acquisition in conjunction with the introduction of academic subjects. As a result, language and literacy competencies of deaf students in general have frequently been acknowledged as being below those of five their hearing counterparts, to the point of presenting a barrier to successful post-secondary study. It is proposed that the reasons for the academic failings of the deaf are inherent in five themes. / PhD Doctorate deaf Australia history NSW government policies Education Acts Catholic education non-government special schools special education special needs disability deaf culture schools for the deaf integration inclusion Opportunity Deaf (OD) classes hearing support classes special classes teacher training Itinerant teachers correspondence school normalisation eugenics rubella epidemics hearing-aids hearing-imparied oral language Signed English sign language Auslan

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