Fitriyawati
Rahmah
10211210341
Writing in
Professional context 2
Language
for Deaf and Dumb People
Since the very beginning of formal approaches to deaf
education, this development of literacy has been a priority issue. The history
of educational initiatives in this area is entwined with the history of
prevailing attitudes and practices toward the impact of deafness on the
development of deaf children more generally. In particulars, arguments about
whether a visual input (reading) can take the place of a diminished auditory
input and whether educators should accommodate or seek to ameliorate the
effects of the special linguistics characteristics of deaf learners-readers
have resulted in a wide variety of practices and perspectives. These varied practices
and perspectives continue to have impacts on current educational debate and
practice.
Since the very beginning of education of deaf people,
a strong view has been held that reading and writing can substitute for
diminished capacity to hear and speak.
People who cannot communicate verbally can use other devices,
the signal language. These languages use the hands and fingers to
form words and sentences.
Deaf people can
use signals to communicate. Language signal
itself there are several kinds, including
the well-known American signal language and
English language signals.
because hemisfir superior
right to handle
tasks associated with the design and visual patterns,
then we expect that
also take care of this hemisfir discuss the
signal. However, the research has been done, this seems not true. hemisfir
deaf people who
left had a stroke was also experienced language
problems as experienced by people with aphasia Broca
or Wernicke's normal.
Those who suffer from aphasia Broca difficulty in
signaling what you want otherwise. They may
be signaling that
word or grammatical function of a mess. Of
symptoms like this can be concluded that the problem
is not with motor function,
but on their inability to access the grammar
correctly. According Poedjosoedarmo (2001: 169), language is a verbal
symbol system the arbitraris, by which community members communicate with each
other. Meanwhile, according to Dardjowidjojo (2005: 16), language is a symbol
system oral arbriter. Typically used by a language community to communicate and
interact between each other, the cultural based on they shared. According
Kridalaksana (in Abdul Chaer, 2003: 32), language is a system of sound symbols
arbriter. Used by the members social groups to cooperate, communicate, and
identify themselves.
Mastery of vocabulary allows a
person to speak with correct and well too. In other words, the quality of one's
language skills obviously depends on the quality and quantity of its
vocabulary. More and more rich vocabulary, the greater the likelihood we are skilled
at speaking. Vocabulary is an important element of the language and need to be
studied, understood, and understood to be used well and properly. Language
acquisition is the process of language acquisition by children naturally on when
he learns his mother tongue (native language). Mother tongue is English
equivalent for the term native language. Language mother is the first language
a child-held or acquired. English for children and the English is the mother
tongue. So also when the child was born Indonesia and raised in Boston, and
from childhood he wore English, the language English is the language of his
mother. Dardjowidjojo, (2005: 243-244) mentions that in general, most experts
now view that the child where His first language was also obtained using the
same strategy.
The similarity is not only based on
human biology and neurology same, mentalistic view but also by stating that the
child has been provided with a natural lunch at birth H.R. Myklebust (in Buwana and Cecilia,
2000: 40), suggests that the language acquisition of children who heard came
from the experience or situation with the baby with her mother and other people
who mean him in its immediate environment. Children are not taught the words
and then were told it means, but through experience he learns to connect between
experience and language symbols batini (inner language). Only after that, children
begin to understand the relationship between language symbols with objects or events
that happened, and formed receptive language of children. After the language formed
somewhat receptive, children begin to express themselves through the hearing. In
general, children with hearing impairment have a difference with children to
hear. The cause is physical, emotional tendencies, and intellectual
characteristics.
Children with hearing impairment in
its development get constraints that affect personal and adjustment especially
the effects of self-less state hearing. Lack of hearing influence the process
of communication, understanding, speaking, reading and language. As a child
with normal intelligence and speech organ, although impeded his hearing, they can
speak. In acquiring language good vocabulary, morphological structure, and
syntactic structure, they have own characteristics than children who have
normal hearing. Deaf Children will learn to understand speech through the media
read speech. Reading the speech is a basic element or inner language system.
Inner children with hearing impairment consists of the words as it appears in
motion and style as a substitute for language in the form of vowel sounds,
consonants, and intonation the child's hearing. Just like the situation of
children to hear, in children Deaf expressive language skills (speaking) may
only be prosecuted after a receptive language development. Experiences or
situations along with parents (Mother) are the first requirement. It could be
argued that the input language in large numbers is a requirement before
children with hearing impairment are required expresses them through talk. In
implementing the social interaction related to language, children never again
think about whether words it meets the requirements of phonology, morphology,
and syntax.
In general, children with hearing
impairment have a difference with children to hear. The cause is physical, emotional
tendencies, and intellectual characteristics. Children with hearing impairment in
its development get constraints that affect personal and adjustment especially the
effects of self-less state hearing. Lack of hearing influence the process of communication,
understanding, speaking, reading and language. As a child with normal intelligence
and speech organ, although impeded his hearing, they can speak. In acquiring language
good vocabulary, morphological structure, and syntactic structure, they have
own characteristics than children who have normal hearing.
SO
often deaf people are sidelined even by groups trying to reach out to people
with disabilities because of the language barrier. Children living with
deafness have been the most
affected as it has affected their education. Most deaf adults in
Zimbabwe today have poor literacy skills due to late diagnosis, lack of
consistent education and poor resources.
Sign
language has not yet been officialised and is not taken as one of the formal
languages like Shona and Ndebele. It is reported that in
every three children who are out of school in Zimbabwe, one is a child with a
disability. Although there is no
school for the deaf, the Ministry of Education Sport and Culture, in 1990,
started Resource units for deaf children at Primary and Secondary schools
around the country. These
are special classes in ordinary schools where deaf children can learn in small
groups with their own teacher.
The
Government has set up structures to provide education to all children with
disabilities.
At a time when alternative
communication technology means that, for many people, access to recreational
and interpersonal communication is less dependent on literacy skill, specific
literacy skills have became even more salient for deaf people. Indeed literacy
skills have became central to the daily information and recreation recruitments
of this group.
It has also been suggested that the reason
for deaf students failing to achieve literacy levels commensurate with their
hearing (or even hard of hearing) counterparts relate to inappropriate
educational practices or at least to poor teaching.
Thus we have seen about the best way
to develop literacy in deaf student are complex and without controversy over
the best method of approach. The continuing development of the issue discussed
here and in the other articles in this issue and the accommodation of new
evidence about the relative efficacy of the different models and approaches to literacy.
References
jdsde.oxfordjournals.org/content/5/1/3.full.pdf
A310050180.PDF
http://www.manicapost.com/index.php?option=com_content&view=article&id=25141:plight-of-deaf-and-dumb-children-in-education&catid=37:top-stories&Itemid=130
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