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ABSTRACT INFORMATION
Title: 'Literacy Through Film-making and Storytelling: An Interactive, Collaborative Activity'
Track: 3 - Language Acquisition and Development
Keyword(s): Literacy, Technology, Language Development, Family Support, & the Writing Process
Learning Objectives:
  1. To explain at least 3 benefits of film making, its impact on literacy and its capacity to facilitate positive interactions within the family
  2. To describe the steps involved in making a film/documenting a story
  3. To discuss the role of technology in language development

Abstract:

As deaf/hh children grow up, language arts is frequently not their favorite subject. But is this because of an inherent lack of interest or is it because of the stale, unimaginative language teaching strategies that we use with them, from very early on? This presentation will introduce film-making and storytelling as a means for teaching the art of creative writing and English, in enjoyable and challenging ways. Film making is an excellent activity to encourage children to think outside the box, communicate ideas clearly, and organize thoughts in a logical way. Film making is also a social and collaborative activity. Cummins states that for individuals to be able to discuss and write in the target language, they must first have an understanding of concepts in their native language. Vygotsky explains that for children to be able to perform this kind of creative activity, they must first have a dialogue with adults who can guide, model and help them to accomplish a task. Participants will learn the steps involved in making a short film, understand the theory that supports it and see how technology can support language development. Documenting a child’s language through film making and storytelling can be done at any age/level. Creating a film script: Pre-writing: Using children’s books as prompts to create a story. Drafting: “Sign” a draft, using technology. Revising/ Editing: The first step is to revise/edit the child’s draft. Although the draft is in ASL/Sign Language, this doesn’t mean that the child has been clear with communicating his/her thoughts/ideas. After finalizing the film in ASL/Sign Language, the focus shifts to revising and editing the dialogue in English, be it a few words or a simple sentence. Publishing: Presenting the completed film.
Presentation: Tuesday_Beckham_1130_Sally AnnZwicker_1515.pdf

Handouts: Handout is not Available
CART: Topical Session 5- 1515.docx
PRESENTER(S) / AUTHOR(S) INFORMATION
Sally Ann Zwicker - Primary Presenter,POC
University of Cincinnati
     Credentials: Professional Educator’s Certificate in English (Grades 6-12); Hearing-Impaired (Grades K-12); English to Speakers of Other Languages endorsement; Reading Instruction endorsement; Certified trainer of Reading to Deaf Children: Learning from Deaf Adults workshop; Certified SKI-HI consultant; ASLTA Certification (Professional); Certified Sign Language Proficiency Interview
      Sally Ann Zwicker, Ed.D., is an Assistant Professor in the Signed Language Interpreting/ASL & Deaf Studies program at the University of Cincinnati where she teaches ASL classes. She is certified at the Professional level with the American Sign Language Teachers Association (ASLTA). Prior to this she was a high school language arts teacher for 15 years teaching reading/writing across the curriculum. Dr. Zwicker is experienced in employing strategies to teach English to second language learners who are deaf/hard of hearing. Dr. Zwicker holds certificates that reinforce expertise in Deaf education, literacy, and second language learning, with certification in teaching students who are deaf/hard of hearing and endorsements in reading and ESOL. Dr. Zwicker earned her undergraduate degree in Secondary Education/English and her graduate degree in Deaf Education from Gallaudet University in Washington DC.
      ASHA DISCLOSURE:

Financial - No relevant financial relationship exist.

Nonfinancial - No relevant nonfinancial relationship exist.