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In the old system, the first three parent courses(PC) were step-by-step as of 1994-1995 outlined and developed for parents with children age 0-6 years old. This is not CEFR-based, with simple vocabulary theme’s and not applied. Unfortunately, this program was not further expanded with courses beyond PC3. Also PC4 is included in only a few packages of family services in the Netherlands; most parents can attend only PC1 to PC3. Parents mentioned they struggled with the feeling and experiences that they were still not proficient after PC3.
In addition, they could not grow along with their child following age-based sign language.
It was thus decided to start in 2011 with higher PC courses 4,5,6,7, all CEFR-based. These courses are given bi-weekly. Each course consists of 15 weeks with 2.5 teaching hours per lesson and assessments. At home participants spend many hours doing strong applied homework, both directly and indirectly. These are centralised on pedagogical parenting in sign language.
In sum: there is an ongoing continuity in instruction, doing homework, tests and work on own portfolio in take-off to the next course.
The first pilot parents group started in 2011 containing a mix-group of parents with various children in age, type of school (deaf/mainstream) and grade of deafness (deaf, HH, CI, late deaf etc.). Because of the mix group, the teacher needs to manage the group carefully with an open attitude.
In the first meeting of the course we make parents strong aware we are not discussing language choice (spoken language, sign language, sign supported speech etc.). We only works with a strong focus on communication skills and needs via Sign Language. Thus: high level of sign language fluency skills in interaction with the child. This is wat all parents in core wants: Smooth and fluency communication with their child.
Examples of practices we use are
1) parent-related vocabulary;
2) exercises applicable to situations in the homesettings;
3) which signs & sentences (in combination with grammar facial expression and bodyshift) to use when you want start/stop a discussion, a fight; a talk or think-sharing;
4) how you can support your child in building arguments when talking or discuss etcetera.
The CEFR-Framework system is in that case flexible, dynamic and very easily to apply. This construction makes CEFR suitable to adapt the parents’ needs optimal. The CEFR lends itself to this task due to its use of the so-called ‘Can Do’ statements: what you can do in or with the target language and knowing how to do it.
More information:
Joni Oyserman, Mathilde de Geus, Signhands, November 2016, www.signteach.eu