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Sign Bilingual Model in Deaf Education: Taiwan's Experience
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In recent decades, empirical evidence from sign linguistics research has confirmed the natural language properties of sign languages used by Deaf members of the society. One consequence is to reintroduce sign language into the classroom 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 bilingualism 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.
In Bilingualism and Bilingual Deaf Education, volume editors Marc Marschark, Gladys Tang, and Harry Knoors bring together diverse issues and evidence in two related domains: bilingualism among deaf learners - in sign language and the written/spoken vernacular - and bilingual deaf education. The volume examines each issue with regard to language acquisition, language functioning, social-emotional functioning, and academic outcomes. It considers bilingualism and bilingual deaf education within the contexts of mainstream education of deaf and hard-of-hearing students in regular schools, placement in special schools and programs for the deaf, and co-enrollment programs, which are designed to give deaf students the best of both educational worlds.
The volume offers both literature reviews and new findings across disciplines from neuropsychology to child development and from linguistics to cognitive psychology. With a focus on evidence-based practice, contributors consider recent investigations into bilingualism and bilingual programming in different educational contexts and in different countries that may have different models of using spoken and signed languages as well as different cultural expectations. The 18 chapters establish shared understandings of what are meant by "bilingualism," "bilingual education," and "co-enrollment programming," examine their foundations and outcomes, and chart directions for future research in this multidisciplinary area. Chapters are divided into three sections: Linguistic, Cognitive, and Social Foundations; Education and Bilingual Education; and Co-Enrollment Settings. Chapters in each section pay particular attention to causal and outcome factors related to the acquisition and use of these two languages by deaf learners of different ages. The impact of bilingualism and bilingual deaf education in these domains is considered through quantitative and qualitative investigations, bringing into focus not only common educational, psychological, and linguistic variables, but also expectations and reactions of the stakeholders in bilingual programming: parents, teachers, schools, and the deaf and hearing students themselves.
Deaf People and Society incorporates multiple perspectives related to the topics of psychology, education, and sociology, including the viewpoints of deaf adults themselves. In doing so, it considers the implications of what it means to be deaf or hard of hearing and how deaf adults’ lives are impacted by decisions that professionals make, whether in the clinic, the school, or when working with family. This second edition has been thoroughly revised and offers current perspectives on the following topics: Etiologies of deafness and the identification process The role of auditory access Cognition, language, communication, and literacy Bilingual, bilingual/bimodal, and monolingual approaches to language learning Educational, legal, and placement aspects Childhood psychological issues Psychological and sociological viewpoints of deaf adults The criminal justice system and deaf people Psychodynamics of interaction between deaf and hearing people Each chapter begins with a set of objectives and concludes with suggested readings for further research. This edition contains 10 new and original case studies, including ones on hearing children of deaf adults, sudden hearing loss, a young deaf adult with mental illness, and more. Written by a seasoned deaf/hearing bilingual team, this unique text continues to be the go-to resource for students and future professionals interested in working with deaf and hard-of-hearing persons.
The glossed concepts bilingual/ism and bilingual education (BE) have been recognized as being simplistic and misrepresentative of the complex, diverse human behaviors that they index. Moving beyond colonially framed monolingual, monoglossic understandings of bounded language systems and recognizing the fluid nature of languaging where more than one language variety, modality, and other resources constitute routine human communication, this chapter presents the place of signed languages (SLs) inside and outside education, as well as social life across time and space. It traces salient developments as well as the erasure and hegemonies related to the position accorded to different language varieties and modalities inside and outside deaf education (DE). This chapter identifies and accounts for the place and meaning of SLs in BE broadly and DE specifically. In addition to presenting an overview of the binary divisions (related to oralism/signing, deaf-normal/hearing, segregation/integration) that have plagued the field as well as research in the domain DE for over a century, this chapter highlights the establishment of a third position in terms of the place and space that is accorded to SLs both across time and space generally, and in BE and in DE research specifically. Significant issues that continue to frame the education and the situation of deaf children and adults and specific paradoxes in the areas of both education and research are up-fronted. The chapter presents key directions for future research taking cognizance of recent discussions in the language and learning sciences more generally.
Book review: Bilingualism and bilingual deaf education
- R M De Quadros
• De Quadros, R. M. (2015). Book review: Bilingualism and bilingual deaf
education. Sign Language Studies, 16(1), 139-143.
Recent changes of deaf education policies and practices in Taiwan: The road to sign bilingualism
- M Hsing
• Hsing, M. (2014). Recent changes of deaf education policies and practices in Taiwan: The road to sign
bilingualism. Paper presented at the 2014 Symposium on Sign bilingualism and deaf education, June
19-21, 2014, The Chinese University of Hong Kong.
The impact of a sign bilingual inclusive program on deaf and hearing young children in Taiwan
- M Hsing
• Hsing, M. (2015). The impact of a sign bilingual inclusive program on deaf and hearing young children
in Taiwan. 22nd International Congress on the Education of the Deaf. Athens, Greece.
Sign bilinguall education in Japan
- H Akahori
• Akahori,H.(2011). Sign bilinguall education in Japan. 2011聽障教育雙語雙文
化模式國際學術研討會會議手冊，45-56頁