The American Sign Language

The American Sign Language

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The American Sign Language

In the education sector, the stakeholders involved have recently become involved with the welfare of the students and in particular the deaf students. Due to scientific advancements, incorporating English and the American Sign Language would be of great help in improving communication both in school and back at home. It ought to be the responsibility of the respective stakeholder in the deaf child’s life to play a part in ensuring the deaf person gets a good and conducive learning environment. There are different categories of deaf people, which include children born from deaf parents, the individuals who began signing at an early stage in life and individuals who started to sign during their adolescent period and each category has different learning methods from the other (Galvan, 1999).

According to a research carried out, signing was influenced by the period one was exposed to such languages although individuals who began to sign at an early stage in life and those who were born of deaf parents portray a similar use in sign language and display similar learning and comprehending capabilities in terms of the grammatical expressions as per the American Sign Language while comparing to the deaf who learnt the sign language at a much later stage in life (Mayberry, Fischer & Hartfield, 1983). This means signing at a very tender age becomes part and parcel of the deaf person’s life.

The difference comes about in terms of relating the different sign features. Children born from deaf parents grow up learning and comprehending the phoneme as the single most units of communication and they have a problem in advancing their sign morphology because they are taught to use the sign language wholly.  They have a tendency to learn the components of a sign but cannot hold on to each and every sign (Galvan, 1999).

A child who begins learning how to sign in school especially at the commencement of their elementary education get to familiarize themselves fast and relate to the different sign languages because their cognitive abilities are not stuck to only one learning process. Their learning tends to advance from the phoneme stage to a more advanced sign language because they are more likely to learn how to analyze the American Sign Language (Galvan, 1999).

The case is diverse for deaf people who began signing at a later stage in life. Taking.............