Awareness of Hong Kong Sign Language and Manually Coded Chinese by Deaf Students in a Sign Bilingual and Co-enrollment Setting: A Hong Kong Case Study
Temas
Detalles
This chapter reports on a study that explored whether severely and profoundly deaf students studying in a sign bilingual and co-enrollment environment were aware of the existence of two forms of signing— Hong Kong Sign Language (HKSL) and manually coded Chinese (MCC) —in the learning environment, and how they differentiated one form of signing from the other. To investigate this issue, we recruited 18 severe to profoundly deaf students studying in this environment to participate in a language differentiation task, a questionnaire survey, and a focus group discussion. Results showed that there was growing language awareness between HKSL and MCC among the students, and their language differentiation ability was correlated with HKSL but not Cantonese or written Chinese proficiency. Data from the other two tasks found interesting preferences for communication modes in class, subject to the hearing status of the teachers as well as pedagogical motivations.
En: Knoors, H. y Marschark, M. (Eds.): Educating Deaf Learners: Creating a Global Evidence Base, pp. 117-148.