THE PLACE OF SIGNS IN THE EDUCATION FOR THE DEAF AND DUMD IN AMERICA IN 19TH CENTURY. : FROM THE 3RD CONVENTION OF THE AMERICAN INSTRUCTORS OF THE DEAF AND DUMB IN 1853.

DOI Web Site Web Site

Bibliographic Information

Other Title
  • 19世紀のアメリカろう教育における手話の位置づけ : 1853年の第3回アメリカろう教育者会議より
  • 19セイキ ノ アメリカロウ キョウイク ニ オケル シュワ ノ イチズケ 1

Search this article

Description

In the early period of education for the deaf and dumd in America, the language of signs was a very useful instrument for instruction. Signs were used to explain word. At that time (in the 1850s), though institutions for the deaf and dumd were characterized as charitable, they had an educational character, too. Educators were highly quolified and earnestly tried to impart language to their pupils. The author hypothesized that there were several differences of opinions as to the place of signs in the course of instruction. In this paper, by examining debate at the 3rd convention of the American instructors of the deaf and dumb in 1953, the author clarified that instructors could be categorized into three major groups as to educational philosophies on signs. These are as follows. (1) In the early stages of instruction, signs are necessary. But in higher levels, signs should be dispensed with and Methodical or Gramatical signs should not be used even to teach composition of sentences or to analize sentences. Adovocates of this view are L.Rae, W.Turner, J.Keep, and C.Stone. But there are subtle differences among them. (2) Signs are necessary thoughout the course of instruction of the deaf and dumb. Further more at higher levels, Methodical or Gramatical signs are used when teaching dictation and analyzing sentences. Adovocates of this view are H.P. Peet and V. Nostrand of the New York Institution. (3) Signs are only used at first for explanation of words if their use is unavoidable. Signs are not language but merely humbug. But the utilization of signs is necessary because the deaf and dumb can not hear any speech sounds. If one should have to use signs, Methodical Signs (in this case Methodical Signs do not mean signs as usually used among educators of the time but mean signs along with the proper order of English language) should be adopted. Natural signs must be used as little as possible. Adovocates of this view are J.A. Jacobs of Kentucky Institution and J. S. Brown of Louisiana Institution. But the author supposes that among them, there are some differences regarding the concept of signs. The next study is to examin in more detail the above mentioned facts and to reveal the transition to methods of teaching spoken language.

Journal

Details 詳細情報について

Report a problem

Back to top