Sign Bilingualism in Deaf Education: From Deaf Schools to Regular School Settings

Autor/a: TANG, Gladys
Año: 2014
Editorial: Oxford: Oxford University Press, 2014
Tipo de código: Copyright
Soporte: Digital




In recent decades, empirical evidence from sign linguistics research has con- firmed the natural language properties of sign languages used by Deaf members of the society. One consequence is to reintroduce sign language into the class- room for the deaf, to rectify the ban on sign language and Deaf teachers during the Milan Congress in 1880. Such a move led to the establishment of sign bilingual- ism in educating deaf and hard-of-hearing (DHH) students in deaf school settings. However, development of this approach constantly faces the challenge of oralism (i.e., the use of oral language with residual hearing only) supported by advanced assistive hearing devices until today, regardless of educational settings. This chapter addresses the combined effects of adopting sign bilingualism and co-enrollment in regular school settings where DHH and hearing students are supported by the collaborative teaching of a hearing teacher and a Deaf teacher in a bimodal bilingual fashion.

En: Bilingualism and bilingual deaf education, pp. 191-203.