Literacy and deaf students in Taiwan: Issues, practices and directions for future research: Part I

Hsiu Tan Liu, Chun Jung Liu, Jean F. Andrews

Research output: Contribution to journalArticlepeer-review

Abstract

We describe the literacy issues facing young deaf and hard of hearing (DHH) learners in Taiwan who are learning both a logographic and an alphabetic script. We describe the contextual factors that surround their reading and writing processes such as island demographics, reading achievement levels, and background language learning variables including deaf culture. We then describe and provide graphic illustrations and examples of the linguistic features of the written languages that DHH children are learning (Chinese and English) as well as the sign codes (Signed Chinese, Zhuyin finger alphabet, character signs, palm writing, and air writing) and the Zhuyin Fuhao written visual symbols. We suggest that contextual, cultural and linguistic factors need to be considered in the understanding of how DHH children learn to read and write as well as how they use their sign language and sign codes to build Chinese and English literacy skills.

Original languageEnglish
Pages (from-to)2-22
Number of pages21
JournalDeafness and Education International
Volume16
Issue number1
DOIs
Publication statusPublished - 2014 Mar
Externally publishedYes

Keywords

  • Chinese
  • Deaf
  • Deaf culture
  • Deaf education
  • Hard of hearing
  • Literacy
  • Taiwanese sign language

ASJC Scopus subject areas

  • Education
  • Speech and Hearing

Fingerprint

Dive into the research topics of 'Literacy and deaf students in Taiwan: Issues, practices and directions for future research: Part I'. Together they form a unique fingerprint.

Cite this