-Rules that govern how we use language with other people.

-Uses the order of words to structure a sentence

-highlights the relationship of words to each other and sometimes gives clues to how words should be understood in context.

Refers to the variations in language based on whom we are talking with and what the setting is.

Can indicate different intentions of the speaker.

-Internal structure of the word (syntax refers to the relationships between the words)

-ASL has more morphology than English

-You can discuss and think about language

-later development

-D/HH rarely have the opportunity to gain metalinguistic knowledge of sign language

-Refers to people and events that are not "here and now"

-The abilty to talk about past events is one of the earliest forms of decontextualized language

-How language stresses words and uses intonation to communicate meaning and grammatical concepts.

-Indicates sentence boundaries and discourse shift.

-For ASL= facial expression, rhythm of signing, the size if signs and body movement

Grammatical structures that provide info about:

1) how something looks

2) How we hold/manipulate things

3) how people and things are positioned and move through space

-Development and use occurs over a long period of time

-Students make mistakes util about 8 or 9 years of age

Helper- pity, dependency and paternalism. Tends to foster dependence and inhibits independence and identity development.

Conduit/Machine-simply conveys info from one language to another without personal/cultural context

Bi-Bi- semantic equivalency

Ally- power balance in educational setting

-Major goal of education/foundation for lifelong learning

-students use what they know about the world to help them read and read to learn about the world

-goal of Deaf-ed is to help students acquire sufficient language skills to participate in the general curriculum

A cognitive structure that organizes information making sense of the experience.

Students develop schemes in many different domains:

Motor

Language

Thinking

Social

The process where culture that is currently established teaches an individual the accepted norms and values of the culture or society in which the individual lives. The Individual can become an accepted member and fulfill the needed functions and roles of the group.

* the individual knows and establishes a context of boundaries and accepted behavior that dictates what is/is not acceptable.

Ex: hearing person into Deaf culture

1. Terps language abilty and content knowledge
2. speakers rate of delivery
3. discourse organization
4. communicative intent
5. register

1. essential for language development
2. students do not tend to correct each other
3. Cultural background effects our language, especially rules of interaction.

•  how we may talk with other students & adults
• what we believe the role of communication is in  our culture

• All students and adults gesture
• gesture can be communicative and useful
• gesturing is NOT linguistic

Cognitive Skills

Levels of Difficulty

1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation