Article

Bilingual language profiles of deaf students: an analysis of the written narratives of three deaf writers with different language proficiencies

  1. Maria Koutsoubou1,*,
  2. Rosalind Herman2,
  3. Bencie Woll3

Article first published online: 17 JUL 2006

DOI: 10.1002/dei.195

Issue

Deafness & Education International

Deafness & Education International

Volume 8, Issue 3, pages 144–168, September 2006

Additional Information

How to Cite

Koutsoubou, M., Herman, R. and Woll, B. (2006), Bilingual language profiles of deaf students: an analysis of the written narratives of three deaf writers with different language proficiencies. Deafness Educ. Int., 8: 144–168. doi: 10.1002/dei.195

Author Information

  1. 1

    National Research and Development Centre for Adult Literacy and Numeracy, Institute of Education, London, UK

  2. 2

    Department of Language and Communication, City University, London, UK

  3. 3

    Department of Human Communication Science, University College London, London, UK

*Research Officer, National Research and Development Centre for Adult Literacy and Numeracy, Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL

Publication History

  1. Issue published online: 21 AUG 2006
  2. Article first published online: 17 JUL 2006

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Keywords:

  • Deaf writing;
  • writing styles;
  • bilingual education;
  • narrative;
  • case studies

Abstract

Literature on bilingual education suggests that the material used in teaching second language writing has an impact on the quality of the text. In addition, the material interacts differently with the level of bilingual proficiency of the students. This paper attempts to explore the written stories of three deaf students, which were produced under two different conditions: translation from a signed narrative vs. direct composition from a picture narrative. The three deaf students represent three language groups, with different proficiencies in Greek Sign Language and written Greek. It will be shown that a) each representative produces a unique writing style in accordance to his/her language proficiencies and b) each representative reacts differently to the stimulus material facilitating (or not) different aspects of writing. The narratives were explored in terms of their discourse and technical characteristics. Implications for deaf education and the teaching of writing are discussed. Copyright © 2006 John Wiley & Sons, Ltd.

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