The Sign Language and Spoken/Written Language of Bilingual Method for Hearing-Impaired Children in Pre-Schools in Latvia

Abstract

Listen

Translate article

Problem statement: to explore the theoretical aspects of the bilingual method related to the acquisition of the sign language and Spoken/Written language for hearing-impaired children. Purpose of Study: to identify in the article the correlations of the theoretical and empirical research on the bilingual method related to the language acquisition process of hearing-impaired children and its impact on the acquisition of key skills of the sign language and Spoken/Written language for children having serious hearing-impairment at a pre-school educational establishment; provision of the selection of pedagogical methods and the link between the sign language and Spoken/Written language for hearing-impaired children at a pre-school educational establishment. Research methods: The theoretical analysis of the bilingual method in relation to the language skills and special practical approaches letting explore the reading and writing skills of hearing-impaired children referring to the sign language and Spoken/Written language within the bilingual method for children with serious hearing-impairment. The results of the research correspond to the theoretical standpoints and the researches of other countries. They show the link between the gradual acquisition of the sign language and Spoken/Written language dynamics for children with serious hearing-impairment setting priorities for children in the choice of the sign or verbal language acquisition. The results of the research indicate a dynamic link between the acquisition of the sign and Spoken/Written language skills in the learning process for hearing-impaired children at pre-school educational establishments. Conclusions: a correct choice and impact of pedagogical methods in the acquisition of the sign and Spoken/Written language skills taking into consideration the language acquisition peculiarities for children with serious hearing-impairment. The overview and analysis of the theoretical and practical material let think of the regularities of the sign Spoken/Written and language acquisition which will help improve the learning process for hearing-impaired children at pre-school educational establishments. Qualitatively applying these techniques and this method the language acquisition process for children with serious hearing-impairment is made positive and dynamic.