Hearing children a eee English by heariz
it over and over, and by imitating what.
they hear. As the child grows older he
begins to hear his own mistak and cor-
rects” them, ‘While the ct ild doesn't know
grammatical rules, he recognizes an er-
Yor because it doesn't sar right. Ob-
viously a deaf child learn English
this way. English must ie presented. vis-
ually for him to learn the langua
Sign language, lip reading, and -
speliing are several ways Of vinlelliging
ae Nese

   

 

   

 

 

Pec function around the ninth or
tenth grade level. ‘There are several
reasons for this difference. The main
reason is that for most deaf people, Eng-
lish is a foreign language, i.e. a se
iausvars. Just as most hearing people —

  

arely master a foreign language, a nae
gen eeetia eae /a second lang-

 

uage are also faced by the deaf person
when learning English.

Another barrier that hir | a deaf per-
son's ability to lear English is that

he is re ‘ ae ee ea in Cet

to lear English. A french aking
person has the advantage of inatelee Eng-
_ lish through the use of his own language.

The deaf person must learn a language he

_ does not hear or understand.

| For deat ‘Ameslan (sign lan fuage) vu

| fluency in writinc English can be Pots
lem. Ameslan has a unique structure and

order that is much simpler than English.

Example: I will not be here next week be-

 

 

 

 

 

cause I will be on holiday.

   

 

realistic to. expect a deaf student t
write with the same fluency and natural
word order that a hearing student has.
While it is proper to assist the deaf
student oy improving his ee oo
ills, it is important for the :

   

  

1 tee GE teen eae cam ete Ne

cth ean er ae ee hear- |

 

3). ee of als ne the ees

 

 

to recognize that most deaf students
will never achieve fluency. }

= Se = a

REMINDER FROM PRINTING DEPARIMEN?

  

Now is the time to plan those manuals you}
ay to have ee in het ee
& 4 . The ee es .

   
   

Be eas ‘outing 4,558 ]

  

pee These requests, created quite |

a few problems; to compound the problem, t

ust when the » printing d ¢

  
       

l) originator.
gardi aleabil: igce A
eet se regarding cians

to be sold “trough (ia bookstore: will |
be reached.

2) Bookstore issues a purchase c obies to

printing department authorizing the |
quantity of manuals they will accept.

 

copies to Surrey B Bookstore; 5 faculty
copies; etc. (Has the - pees been

authorized and hanged

 

ro) caer eee ail a ae Rass |
‘the somes to | ae bookstores, as|
per instructic Agee on eras