Icelandic sign language ideologies and practices in education
Temas
Detalles
This study explores the ideologies and practices surrounding Icelandic Sign Language (ÍTM) in Iceland's educational system. The closure of the Deaf school in 2002 and the integration of ÍTM students into mainstream schools have significantly impacted the language's status and the Deaf community. The research highlights the challenges posed by language ideologies that undermine ÍTM's legitimacy and Deaf culture recognition. Using qualitative methods, including interviews with Deaf individuals, teachers, and parents, the study examines the impact of school policies and practices on ÍTM. Findings reveal persistent marginalisation of ÍTM, often treated as an assistive tool rather than a legitimate language. Despite legal recognition and curriculum guidelines advocating bilingualism, implementation remains inconsistent, with Icelandic dominating the educational environment. Interviews showed that Deaf participants’ understanding of students’ linguistic rights differed from their implementation in schools. Participants held alternative ideological positions and interpreted laws and curriculum differently, particularly regarding student perceptions, educational goals, and approaches. The study calls for educational reforms to genuinely support bilingualism and respect ÍTM users’ linguistic rights. It advocates for prioritising ÍTM, enhancing teachers’ sign language proficiency, and creating supportive structures for ÍTM students. This research contributes to discussions on language ideologies, minority language rights, and culturally responsive education.