Category
Theoretical Proposal
Description
Living in a digital age, online resources are commonly used to teach, entertain, develop skills and build connections for both Hearing and dDeaf1 children around the world. However, no research has been conducted to determine what makes these videos successful in reaching their goals. Literature in the fields of education, dDeaf education, American Sign Language (ASL), and dDeaf spirituality is limited in scope. The current research demonstrates that dDeaf individuals primarily learn through visual means, namely, ASL. In communicating, consideration must be given to culture, language preferences, and visual methods. While educational studies mention some effective strategies for teaching literature to dDeaf children, there has not yet been any research conducted on which rhetorical devices prove most effective in successfully conveying concepts and achieving deeper levels of understanding. This mixed-methods study will analyze and compare English and Deaf-made ASL educational and ministry resources intended for children to find possible shared themes and/or disparities. Video sources in both languages will be selected and examined through a guided list of analysis questions. Data will be both qualitatively and numerically collected. After determining which rhetorical strategies are respectively employed, the researcher hopes this raw data will provide a launching point for further research and will ultimately support the development of more effective ministry resources for dDeaf children.
Analysis of Instructional ASL Resources for dDeaf Children
Theoretical Proposal
Living in a digital age, online resources are commonly used to teach, entertain, develop skills and build connections for both Hearing and dDeaf1 children around the world. However, no research has been conducted to determine what makes these videos successful in reaching their goals. Literature in the fields of education, dDeaf education, American Sign Language (ASL), and dDeaf spirituality is limited in scope. The current research demonstrates that dDeaf individuals primarily learn through visual means, namely, ASL. In communicating, consideration must be given to culture, language preferences, and visual methods. While educational studies mention some effective strategies for teaching literature to dDeaf children, there has not yet been any research conducted on which rhetorical devices prove most effective in successfully conveying concepts and achieving deeper levels of understanding. This mixed-methods study will analyze and compare English and Deaf-made ASL educational and ministry resources intended for children to find possible shared themes and/or disparities. Video sources in both languages will be selected and examined through a guided list of analysis questions. Data will be both qualitatively and numerically collected. After determining which rhetorical strategies are respectively employed, the researcher hopes this raw data will provide a launching point for further research and will ultimately support the development of more effective ministry resources for dDeaf children.
