Editing Signing Exact English (section)

==Research==
The use of Signing Exact English has been controversial but in 2012 was suggested by Dr. Marc Marschark (editor of ''Deaf Studies'' and ''Deaf Education'') as a viable support to listening, speech, English language, and reading in the schools.{{citation needed|date=August 2014}} Some [[Deaf culture|deaf]] people{{who|date=April 2012}} find SEE to be difficult to efficiently perceive and produce. Deaf Community members born in the 1980s were most often raised on some form of signing and speaking and do so in their adult lives. Because unlike coded manual forms of English, such as SEE-II, ASL is a naturally-evolved language, it is vitally important for children who use SEE to have opportunities to learn ASL as well.<ref>{{Cite journal|last=Mellon, Nancy K., [[John Niparko|John K. Niparko]], Christian Rathmann, Gaurav Mathur, Tom Humphries, Donna Jo Napoli, Theresa Handley, Sasha Scambler, and John D. Lantos.|date=2015|title=Should all deaf children learn sign language?|url=http://pediatrics.aappublications.org/content/136/1/170.short|journal=Pediatrics|volume=136|issue=1|pages=170–176|doi=10.1542/peds.2014-1632|pmid=26077481|s2cid=32392971 |url-access=subscription}}</ref> However, it is advocated by some educators{{who|date=April 2012}} as a way of providing deaf children with access to a visual form of the English language.{{citation needed|date=April 2012}} There is research published in the ''Journal of Deaf Studies in Deaf Education'' in 2013 to evidence that SEE serves as the home language for many families although it is technically a system of communication.<ref>{{cite book|last=Johnson|first=Robert E|title=Unlocking the Curriculum: Principles for Achieving Access in Deaf Education.|year=1989|publisher=Gallaudet Research Institute|location=Washington, D.C.|pages=89–3}}</ref> It allows signers to drop word medial morphemes after they can be both spoken and signed by students.  For example, the sign for ''examination'' is produced with two signs: EXAM + -TION.<ref>{{cite book|title=The Signing Family: What Every Parent Should Know about Sign Communication|year=1998|publisher=Gallaudet University Press|location=Washington D.C.|pages=Chapter 6|author1=Stewart, David  |author2=Barbara Luetke-Stahlman |name-list-style=amp }}</ref> The system assumes that since ''examtion'' is not a word in English the observer will fill in the missing parts, and students demonstrate this through their intelligible speech daily in programs where SEE is used (Northwest School for Hearing-Impaired Children in the Seattle area). Thus, the SEE-II user must first be familiar with English in order to discern the correct form. Young children must be taught which signs have incomplete English morphemic representations just as occurs when children learn to read English writing systems, just are incomplete at time but serve a valuable purpose (as does SEE).  Additionally, for use of figurative language, signs must literally translate from spoken English to Signed Exact English.<ref name="Luetke" />  To learn more about SEE and its effectiveness, read the most current research available in the two major journals in the field of Deaf Education.

Another argument against SEE-II is that it may not be the most efficient form of communication.<ref>{{cite web|last=Hoffman|first=Andrew|title=Signed Exact English|url=http://lifeprint.com/asl101/topics/signedenglish02.htm}}</ref> ASL proponents argue that SEE-II takes the direct communications method used in the grammatical structure of American Sign Language (ASL) and fills it with English-based prepositions and articles that slow down communication and make it more difficult for the communicative partners to follow along. They believe that SEE-II may be a tool for teaching English but should be limited to classroom environments.