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The SIWI in America and Its Enlightenment to the Writing Instruction of Chinese DHH Students

Received: 26 March 2022     Accepted: 11 April 2022     Published: 20 April 2022
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Abstract

Under the current situation of language delay, deaf and hard of hearing (DHH) students in China and America generally face three kinds of writing dilemmas: "do not want to write", "nothing to write" and "do not know how to write". SIWI is an approach to teaching writing to DHH students in the United States proposed by Wolbers A. Kimberly of the University of Tennessee in 2007. On the basis of cognitive process theory, sociocultural theory and second language teaching theory, SIWI has formed three instructional components (strategic instruction, interactive instruction, language instruction), as well as two instructional principles (balanced and authentic). The results of several studies with nearly 200 DHH students showed that the DHH students in the SIWI group were nearly five times better at expressing their writing in terms of both language and content than the DHH students in the control group. These findings demonstrate the effectiveness of SIWI in teaching writing to DHH students. Many related studies in China have shown that the same problems that American DHH students have in their writing also appear in the compositions of Chinese DHH students. Therefore, SIWI can provide useful thinking and reference for designing the writing instructional model of DHH students in China.

Published in International Journal of Language and Linguistics (Volume 10, Issue 2)
DOI 10.11648/j.ijll.20221002.21
Page(s) 143-148
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

SIWI, DHH Students, Writing Instruction, Enlightenment

References
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[2] Bowers, L. M., Dostal, H. M., Wolbers, K. A., & Graham, S. C. (2018). The assessment of written phrasal constructs and grammar of deaf and hard of hearing students with varying expressive language abilities. Education Research International, (1): 1-10.
[3] Csizér, K., & Kontra, E. H. (2020). Foreign Language Learning Characteristics of Deaf and Severely Hard-of-Hearing Students. The Modern Language Journal, 104 (1), 233-249.
[4] Cui, Y. C. (2018). The analysis and countermeasures of flawed-sentences in the written Chinese of hearing-impaired students. Journal of Modern Special Education, (4), 50-54.
[5] Cui, Y. C., & Fu, A. L. (2019). The study of the writing process for deaf students in special schools. Journal of Beijing Union University, 33 (2), 80-86.
[6] Cui, Y. C. (2020). A Study on the Instructional Model of Writing for Deaf and Hard of Hearing Students in Elementary School. Beijing Normal University.
[7] Dostal, H., Wolbers, K., & Kilpatrick, J. (2019). The Language Zone: Differentiating writing instruction for students who are d/Deaf and hard of hearing. Writing and Pedagogy, 11 (1), 1-22.
[8] Dostal, H. M., & Wolbers, K. A. (2014). Developing language and writing skills of deaf and hard of hearing students: A simultaneous approach. Literacy Research and Instruction, 53 (3), 245-268.
[9] Englert C. S., Raphael T. E., Anderson L. M. (1989). Cognitive Strategy Instruction in Writing Project. East Lansing, MI: Institute for Research on Teaching.
[10] Flower, L., & Hayes, J. R. (1980). The cognition of discovery: Defining a rhetorical problem. College Composition and Communication, 31 (1), 21-32.
[11] Lantolf, J. P. (1994). Sociocultural theory and second language learning: Introduction to the special issue. The Modern Language Journal, 78 (4), 418-420.
[12] Luckner, J. L., Slike, S. B., & Johnson, H. (2012). Helping students who are DEAF or hard of hearing succeed. Teaching Exceptional Children, 44 (4), 58-67.
[13] Marschark, M., Lang, H. G., & Albertini, J. A. (2001). Educating Deaf students: From Research to Practice. Cary, NC: Oxford University Press.
[14] McAnally, P. L., Rose, S., & Quigley, S. (1999). Reading Practices with Deaf Learners. Austin, TX: PRO-ED.
[15] Miller, K. J., & Luckner, J. L. (1992). Let's talk about it: Using conversation to facilitate language development. American Annals of the Deaf, (137): 345-350.
[16] Robinson, P. (1996). Consciousness, Rules and Instructed Second Language Acquisition. New York: Peter Lang Publishing.
[17] Rogoff, B. (1990). Apprenticeship in Thinking: Cognitive Development in Social Context. New York, NY: Oxford University Press.
[18] Siegel, L. (2000). The educational and communication needs of deaf and hard of hearing children: A statement of principle on fundamental educational change. American Annals of the Deaf, 145 (2), 64-77.
[19] Wang, Z., Lian, F., & Lin, Y. (2018). A study on diary sentence patterns and syntactic biases of middle grade deaf students. Chinese Special Education, (6), 35-41.
[20] Wolbers, K. A. (2007). Strategic and Interactive Writing Instruction (SIWI): Apprenticing Deaf Students in the Construction of Informative Text. Michigan State University.
[21] Wolbers, K. A., Bowers, L. M., Dostal, H. M., & Graham, S. C. (2013). Deaf writers' application of American Sign Language knowledge to English. International Journal of Bilingual Education and Bilingualism, 17 (4), 410-428.
[22] Wolbers, K., Dostal, H., Graham, S., Branum-Martin L., Kilpatrick, J., Saulsburry, R. (2018). Strategic and Interactive Writing Instruction: An Efficacy Study in Grades 3-5. Journal of Educational and Developmental Psychology, 8 (1), 99-117.
[23] Wolbers, K., Dostal, H., Graham, S., Cihak, D., Kilpatrick, J., & Saulsburry, R. (2015). The writing performance of elementary students receiving Strategic and Interactive Writing Instruction. Journal of Deaf Studies and Deaf Education, 20 (4), 385-398.
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  • APA Style

    Yachong Cui. (2022). The SIWI in America and Its Enlightenment to the Writing Instruction of Chinese DHH Students. International Journal of Language and Linguistics, 10(2), 143-148. https://doi.org/10.11648/j.ijll.20221002.21

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    ACS Style

    Yachong Cui. The SIWI in America and Its Enlightenment to the Writing Instruction of Chinese DHH Students. Int. J. Lang. Linguist. 2022, 10(2), 143-148. doi: 10.11648/j.ijll.20221002.21

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    AMA Style

    Yachong Cui. The SIWI in America and Its Enlightenment to the Writing Instruction of Chinese DHH Students. Int J Lang Linguist. 2022;10(2):143-148. doi: 10.11648/j.ijll.20221002.21

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  • @article{10.11648/j.ijll.20221002.21,
      author = {Yachong Cui},
      title = {The SIWI in America and Its Enlightenment to the Writing Instruction of Chinese DHH Students},
      journal = {International Journal of Language and Linguistics},
      volume = {10},
      number = {2},
      pages = {143-148},
      doi = {10.11648/j.ijll.20221002.21},
      url = {https://doi.org/10.11648/j.ijll.20221002.21},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20221002.21},
      abstract = {Under the current situation of language delay, deaf and hard of hearing (DHH) students in China and America generally face three kinds of writing dilemmas: "do not want to write", "nothing to write" and "do not know how to write". SIWI is an approach to teaching writing to DHH students in the United States proposed by Wolbers A. Kimberly of the University of Tennessee in 2007. On the basis of cognitive process theory, sociocultural theory and second language teaching theory, SIWI has formed three instructional components (strategic instruction, interactive instruction, language instruction), as well as two instructional principles (balanced and authentic). The results of several studies with nearly 200 DHH students showed that the DHH students in the SIWI group were nearly five times better at expressing their writing in terms of both language and content than the DHH students in the control group. These findings demonstrate the effectiveness of SIWI in teaching writing to DHH students. Many related studies in China have shown that the same problems that American DHH students have in their writing also appear in the compositions of Chinese DHH students. Therefore, SIWI can provide useful thinking and reference for designing the writing instructional model of DHH students in China.},
     year = {2022}
    }
    

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    T1  - The SIWI in America and Its Enlightenment to the Writing Instruction of Chinese DHH Students
    AU  - Yachong Cui
    Y1  - 2022/04/20
    PY  - 2022
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    T2  - International Journal of Language and Linguistics
    JF  - International Journal of Language and Linguistics
    JO  - International Journal of Language and Linguistics
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    UR  - https://doi.org/10.11648/j.ijll.20221002.21
    AB  - Under the current situation of language delay, deaf and hard of hearing (DHH) students in China and America generally face three kinds of writing dilemmas: "do not want to write", "nothing to write" and "do not know how to write". SIWI is an approach to teaching writing to DHH students in the United States proposed by Wolbers A. Kimberly of the University of Tennessee in 2007. On the basis of cognitive process theory, sociocultural theory and second language teaching theory, SIWI has formed three instructional components (strategic instruction, interactive instruction, language instruction), as well as two instructional principles (balanced and authentic). The results of several studies with nearly 200 DHH students showed that the DHH students in the SIWI group were nearly five times better at expressing their writing in terms of both language and content than the DHH students in the control group. These findings demonstrate the effectiveness of SIWI in teaching writing to DHH students. Many related studies in China have shown that the same problems that American DHH students have in their writing also appear in the compositions of Chinese DHH students. Therefore, SIWI can provide useful thinking and reference for designing the writing instructional model of DHH students in China.
    VL  - 10
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Author Information
  • Center for Linguistic Sciences, Beijing Normal University, Zhuhai, China

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