Patterned Language

The History of Patterned Language

Patterned Language is the product of 25 years of creative work by Mr. B.J. Peck, former Director of the Oregon State School for the Deaf and past President of the Conference of Educational Administrators Serving the Deaf.

During Mr. Peck’s years as Assistant Director, Patterned Language was first tried experimentally in different levels of the school, then implemented school wide. Classroom teachers gave much feedback to Mr. Peck which led to refinement of the program. The teacher manuals were developed in loose-leaf format to expedite continual revision and improvement.

A psycholinguist, George Allen, Ph.D., spent one year in research at O.S.S.D. and examined the effects of the use of Patterned Language. This was completed in May of  1971 with grades 4 through 12. Every grade scored higher on the Stuckless PLAID test than national norms for Deaf students.

In 1982, Mr. Peck chose GMD, an Oregon nonprofit corporation of certified teachers of the Deaf, to publish and distribute Patterned Language. These teachers had 47 years of combined experience using Patterned Language in their classrooms. Since 1973, they have made numerous trips to share Patterned Language with schools for the Deaf on four continents.

What Patterned Language Is NOT Designed To Do:
1. It is not grammar skills oriented, even though some grammar concepts can be learned incidentally or can be purposely taught.
2. It is not composition oriented. It does not take the learner into paragraphing, although innovative persons can build into paragraphing skills from Patterned Language.
3. Patterned Language is not a curriculum. It is a program system into which any curriculum content can be inserted. This is a strong plus since many schools have their own curriculum content.

What Patterned Language WILL Do:
It is designed to help the learner internalize the English language by manipulating color-coded parts of speech into English language sentence patterns.

Our curriculum attempts to build meaningful, need based vocabulary and concepts in Units I and II. This vocabulary is then manipulated in Unit III into basic sentence patterns and practiced in fun, productive practice (Unit III products are still in development with Color of Language). Patterned Language builds vocabulary in Units I and II to meaningful, need-based words. This vocabulary is then manipulated in Unit III into all basic simple sentences. Discover more about Patterned Language at: www.gmdeaf.org

Patterned Language’s Influence on Color of Language:
We at Color of Language use the Patterned Language system in developing our curriculum sets. Most of our curriculum themes are multi-leveled sets that promote recognition of signs and concepts, then practice writing the desired vocabulary, and next, building grammatical syntax.