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

Yachong Cui

doi:doi:10.11648/j.ijll.20221002.21

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

Yachong Cui

Published in International Journal of Language and Linguistics (Volume 10, Issue 2)

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), 2024. Published by Science Publishing Group

Keywords

SIWI, DHH Students, Writing Instruction, Enlightenment

References

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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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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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TY  - JOUR
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
N1  - https://doi.org/10.11648/j.ijll.20221002.21
DO  - 10.11648/j.ijll.20221002.21
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 143
EP  - 148
PB  - Science Publishing Group
SN  - 2330-0221
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
IS  - 2
ER  -

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Author Information

Yachong Cui

Center for Linguistic Sciences, Beijing Normal University, Zhuhai, China

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Plain Text BibTeX RIS

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}
}

Copy | Download

TY  - JOUR
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
N1  - https://doi.org/10.11648/j.ijll.20221002.21
DO  - 10.11648/j.ijll.20221002.21
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 143
EP  - 148
PB  - Science Publishing Group
SN  - 2330-0221
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
IS  - 2
ER  -

Copy | Download