Am Ann Deaf. 2021;166(4):446-461. doi: 10.1353/aad.2021.0038.
The authors discuss Pinyin, a phonetic system based on the Latin alphabet, as an auxiliary pedagogical tool in literacy instruction in China. They provide a brief history of Pinyin and its educational purposes, then describe how it is used in its spoken/auditory, written, and signed forms by teachers with students who are deaf and hard of hearing (DHH). Classroom transcripts demonstrate how Pinyin is taught via visual and tactile/kinesthetic tools such as pictures, sign language, and the Chinese Manual Alphabet for purposes of making the phonological information visible to DHH learners. The authors further discuss the different functions of Pinyin for students who are hearing versus students who are DHH and present new insights that may lead to future empirical studies on Pinyin use in early literacy interventions.
作者讨论了拼音，这是一种基于拉丁字母的语音系统，作为中国识字教学中的辅助教学工具。他们简要介绍了拼音的历史及其教育目的，然后描述了教师如何在课堂上使用拼音的口语/听觉、书面和手语形式来教授聋人和重听学生。课堂记录展示了拼音如何通过图片、手语和汉语手指字母等视觉和触觉/动觉工具进行教学，目的是让聋人学习者能够看到语音信息。作者进一步讨论了拼音对于听力学生和聋人学生的不同功能，并提出了新的见解，这可能会导致未来对拼音在早期读写干预中的应用进行实证研究。
