Kimberly A Wolbers

Code-blending Trends Among Deaf L2 Writers

Second language (L2) writers use multiple strategies to make sense of grammar variations and frequently embed L1 features in L2 writing1,2 . This phenomenon occurs among deaf and hard of hearing (DHH) writers, whereby ASL structures are utilized in the writing of English3,4. The purpose of this paper is: (1) to describe code-blending in the writing of DHH adolescents and (2) to present the impact of Strategic and Interactive Writing Instruction (SIWI) on code-blending tendencies.
SIWI combines evidence-based research with strategic writing instruction5, interactive writing6,7, and Krashen’s8 language input hypothesis regarding explicit learning and implicit acquisition of L2. SIWI draws on effective practices with all students and incorporates components specific to the language needs of DHH. Prior SIWI research has led to improved expressive language and writing outcomes at the word, sentence, and discourse levels3,4,9,10,11. In current research, we find a statistically significant decline in code-blending after one year of SIWI, suggesting that DHH students increase their meta-linguistic knowledge and ability to distinguish ASL in writing.
For this paper, we analyze the type of ASL features found in student writing. There are two research questions:
• What ASL features are prevalent in L2 writing among DHH adolescents?
• How do these features change over one year of SIWI?
Pre-, mid- and post-writing samples (n=90) were reviewed for ASL features and compared with pre-defined codes12,13. Six linguistic features of ASL were used as codes (e.g., topicalization). Twenty-five percent of the features were triple-coded and inter-rater reliability was 94.7%. Researchers are currently coding the remaining samples and analyzing data. Descriptive analyses will be completed by the time of the conference.  Deaf Studies Today conference attendees will be presented with examples of ASL