Expert advice
Gallaudet University in Washington DC, USA is a world leader in education and career development for deaf and hard of hearing students. The University’s Laurent Clerc National Deaf Center serves two schools for deaf and hard of hearing children.
Here is their advice on storytelling in sign:
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Translate stories using sign languageWhen it comes to reading stories, one of the biggest dilemmas is whether to sign stories using sign language or in a manual code developed to represent English – often parents and teachers worry that if they don’t sign every word in English word order, children will not pick up on the English in the text. Studies have shown that stories translated into a formal sign language like BSL or American Sign Language make stories more interesting and engaging.
Don’t be constrained by the text
Deaf readers elaborate extensively on the text, with the other information coming from the illustrations, the underlying theme of the book, what has happened in the story so far and the needs of the deaf children who are enjoying the story. When reading, parents and teachers need not be overly concerned about knowing each and every word within the text but should place higher priority on conveying the story.
Keep both languages visible
Although deaf people use sign language, they also place importance on written language. Keep the text visible when you’re translating it into sign language.
Provide a positive and reinforcing environment
In many classrooms the teacher controls both the interactions and the interpretation of the text. Research with deaf parents shows that they provide a more interactive environment that encourages a more creative interpretation – they don’t seek ‘correct answers’ but encourage children’s observations and input.
Stories told in BSL don’t follow the text word for word.
If you don’t know the sign for a certain word, try drawing a picture, write the word down, fingerspell it or act it out.
