Cassies Oral Education

Kimberly Cassie

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  • Counter-storytelling through oral history | NYU Center for the Humanities
  • Cassie Childress
  • Counter-storytelling through oral history

    • In this article, a team of transdisciplinary scholars from education, writing and rhetoric, and ethnomusicology explore new possibilities for sound in research and teaching by examining a cross-course assignment grounded in the sonic experiences of a residential, living-learning college community.

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    Through examining student-produced compositions, we introduce a number of relevant insights into the relationships between space, community, and a pedagogy of aurality. This article illustrates how one fourth grader used creative language as play to incorporate popular culture into the mandated writing curriculum.

    Through this inquiry approach, teachers and researchers are offered new points of consideration to reimagine the teaching and learning of writing. Written as a letter to a first-year teacher, the author—acting as a mentor, veteran teacher—critically conceptualizes the hidden curriculum using the work of Jackson , Anyon , and others in order to historicize the term for Written as a letter to a first-year teacher, the author—acting as a mentor, veteran teacher—critically conceptualizes the hidden curriculum using the work of Jackson , Anyon , and others in order to historicize the term for their newest colleague.

    Following an initial introduction to the hidden curriculum, the author draws on personal anecdotes from their experiences in two urban elementary schools in the Southern U. To conclude, the author provides their first-year colleague a set of questions to consider as they learn to see the hidden curriculum in their own classroom and practice. The friendly-letter format of this article offers an innovative way for teacher educators and researchers to engage prospective and in-service teachers in critical conversations about the concept of the hidden curriculum.

    Journal of Curriculum and Pedagogy.

    Counter-storytelling through oral history | NYU Center for the Humanities

    Mandated Curricula as Figured World: This qualitative study aims to use the conceptual lens of figured worlds to explore how a year-old child positions her identity and participates in systems of power through her engagement in writing. Data was generated across an Data was generated across an week ethnographic case study in one fourth-grade classroom located in the Midwestern USA. Re Educating the Senses to Multicultural Communities: Attuning to the acoustic ecologies of multicultural education, this critical qualitative project interrogated how elementary prospective teachers PST used digital media to write community through and with sound.

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    Examining PST produced soundscapes and the practice of sonic cartography, this study inquired how hearing difference and listening to community re-educated the senses towards issues of difference, belonging, and multiculturalism. Developing materials that hear and sustain community, this study has implications for how English educators can attune to the frequencies and rhythms of culture while designing towards more equitable landscapes for learning. How can teachers support intermediate-grade students as they navigate and negotiate the intricacies of language identity and use in the English language arts classroom?

    Deaf adults are surrounded most of the time by normally hearing people and the demands of everyday life necessitate a considerable amount of interaction with people who speak and do not sign.

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    If an individual does not have the ability to speak and understand the speech of others, that individual's associations and links with the vast majority of society are severely restricted. Increasing Demand for Oral Education: There is renewed interest in auditory-oral education and there are a variety of factors which account for the increasing demand from parents of deaf children for their children to learn to talk in auditory-oral programs.

    Altogether, this research provided evidence contrary to the belief that spoken skills are critical to the development of reading skills, and further proposes that educational approaches should include a stronger focus on building awareness of written language forms separate from the related aural aspects. Gallaudet , argued against the teaching of oralism because it restricted the ability of deaf students to communicate in what was considered their native language. In this article, a team of transdisciplinary scholars from education, writing and rhetoric, and ethnomusicology explore new possibilities for sound in research and teaching by examining a cross-course assignment grounded in the sonic experiences of a residential, living-learning college community. Recommendations for early vocabulary development will be made. There is renewed interest in auditory-oral education and there are a variety of factors which account for the increasing demand from parents of deaf children for their children to learn to talk in auditory-oral programs. These expressed communications are less clear than that of their hearing peers.

    A combination of intensive, directed auditory training, speech reading and contextual cues, enables most deaf children to comprehend spoken language and use intelligible speech to communicate. Universal Newborn Screening is resulting in even earlier identification and intervention than ever before. A few short years ago, Miss America Heather Whitestone made the general public aware that profoundly deaf individuals can learn to talk.

    Since then, popular TV shows such as ER and Guiding Light have further advanced the idea that deaf individuals can talk.

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    Characteristics of the Teacher and the Educational Environment: Small, self-contained classrooms coupled with daily, individualized instruction provide the intense early intervention needed in this approach. I believe the successful Auditory-Oral program includes: Profoundly deaf children who are successful in learning to talk, learn to talk from teachers who believe in the childs' abilities.

    The more speech a child hears, the more easily the child can learn spoken language. Attention is given to the auditory environment to capitalize on small amounts of residual hearing.

    Michigan State University, Curriculum, Instruction and Teacher Education, Graduate Student. Creative Language Play(giarism) in the Elementary English Language Arts Classroommore. Language Identity in the Elementary English Language Arts Classroommore. Education: BSW, Oral Roberts University (); MA, Gerontology, Appalachian State University (); MSSW, University of Tennessee (); PhD, Social.

    Almost all children, no matter how deaf, have some residual hearing which may be accessed if properly fitted with hearing aids or cochlear implants and given appropriate and intensive auditory training. Teachers should expect children to use spoken language as their primary means of communicating and teachers must help children be successful in their attempts to talk. Children are provided with many opportunities to converse and talk in a variety of communicative contexts as well as participating in practice activities designed to improve their listening and talking skills.

    Although speech is given its own ''dedicated'' instructional period during the day, spoken language work is incorporated into all classroom activities. As children communicate throughout these daily activities, they practice using their spoken language skills.

    Cassie Childress

    Talking is the means of communicating all day long. Children must express themselves using speech before children and teachers respond to them. When speech is used for communication throughout the day, the goal is reinforced. Talking is not just a lesson to be conducted at school.

    Counter-storytelling through oral history

    This includes getting the child started early in developing spoken language, ensuring the child has appropriate amplification and helping the child talk at home. For more information about auditory-oral education, please visit the Oral Deaf Education website at www. Related Courses 1 https: