The Devastating Be-Trap

    Deaf children often miss the natural rhythms of English which would precisely guide them toward the orderly acquisition of English.  Instead, the deaf child's shift to a 'be-focus' in print, lipreading, and/or English sign may often overpower and muddle the child's English system so that even many deaf teens continue to write faulty sentences such as He was fix it, I was arrived, and I am eat too much.  Thus, many basic verb and adjective forms and the shadowy gradations between them are 'lost' to many deaf teens.

    Parents, ASL-English bilinguals, and media may circumvent the 'be' trap using melodic features of sign and speech.  For example, the
Videos on the right demonstrate short rhythmic bites of rhythmic English sign, such as THINK ING? and ~INTEREST ~ING!  Playful bites of English are grammatically contrastive for newly-signing parents and deaf children. Study the theory under Why REP? on the left or simply start by practicing with the rhythmic Videos on the right.

Better organization:  Schools for the deaf and technology may better organize to empower English rhythms [here].

    Rhythmic English verse on video or with an adult gives the young deaf child the chance to enjoy enticing repetitions of...      Playful expressions and metaphors such as KILL THE LIGHT or KNOCK IT O-F-F can add to the joy and attraction of English for...     These checks are designed both to help gage a sense of the child's rhythmic progress and to encourage parent and child in...
See what others have to say regarding REP.
"This is an awesome website. Thank you for all of your research."
Read Guestbook Comments
Sign our Guestbook
Deaf Phrasing has created
a library of videos to help users excel.
1. Introduction
2. Video 2
3. Video 3
4. Video 4
5. Video 5
6. Video 6
7. Video 7
8. Video 8
9. Video 9
Powered and Designed by Alternate Image Web Services Back to Top