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oapen-20.500.12657-315482022-04-26T12:26:47Z Sign Bilingualism in education: challenges and perspectives along the research, policy, practice axis Plaza-Pust, Carolina sign bilingual education research-policy-practice axis deaf education sign language Deaf culture Hearing loss Multilingualism Oralism Spoken language Written language bic Book Industry Communication::C Language::CF linguistics::CFZ Sign languages, Braille & other linguistic communication From the first attempts at including sign language in deaf education until today, the status of sign language in deaf education has been marked by changing perspectives on deafness and the needs and abilities of deaf students. The perception of deaf individuals using a sign language and a spoken/written language as bilinguals is a relatively new phenomenon, and so is a bimodal bilingual conception of deaf education. The present work elaborates on the status of sign language in deaf education from a historical perspective with a view to tracing the current diversity of approaches to the education of deaf students. It portrays the developments leading to the establishment of sign bilingual education programmes in diverse social contexts, and discusses the major components and objectives of sign bilingual education based on a comparison of bilingual programmes implemented in Europe and North America. Commonly, the primary promotion of sign language is a characteristic of sign bilingual education conceptions at the programmatic level. Yet, how is this demand put into practice? Are the sign bilingual education programmes established in the last decades based on a common didactic conception? If they are not, what are the main dimensions of variation? And what does the variation observed reveal about the objectives pursued? The systematic analysis of the information gathered about the conception, establishment and evaluation of sign bilingual education reveals the advances that have been made and the challenges that remain regarding the promotion of sign bilingualism in deaf education in the areas of research, policy and practice. 2017-04-10 00:00:00 2020-04-01T13:39:05Z 2020-04-01T13:39:05Z 2016 book 627156 OCN: 1030822630 2754-6276 9780992922139 http://library.oapen.org/handle/20.500.12657/31548 eng Ishara Research Series application/pdf n/a 627156.pdf http://www.ishara.def-intl.net/ Ishara Press 10.26530/OAPEN_627156 10.26530/OAPEN_627156 c82dc3dd-b337-42c0-9e26-ba010f7f28e0 9780992922139 3 114 Lancaster, U.K. open access
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From the first attempts at including sign language in deaf education until today, the status of sign language in deaf education has been marked by changing perspectives on deafness and the needs and abilities of deaf students. The perception of deaf individuals using a sign language and a spoken/written language as bilinguals is a relatively new phenomenon, and so is a bimodal bilingual conception of deaf education. The present work elaborates on the status of sign language in deaf education from a historical perspective with a view to tracing the current diversity of approaches to the education of deaf students. It portrays the developments leading to the establishment of sign bilingual education programmes in diverse social contexts, and discusses the major components and objectives of sign bilingual education based on a comparison of bilingual programmes implemented in Europe and North America.
Commonly, the primary promotion of sign language is a characteristic of sign bilingual education conceptions at the programmatic level. Yet, how is this demand put into practice? Are the sign bilingual education programmes established in the last decades based on a common didactic conception? If they are not, what are the main dimensions of variation? And what does the variation observed reveal about the objectives pursued?
The systematic analysis of the information gathered about the conception, establishment and evaluation of sign bilingual education reveals the advances that have been made and the challenges that remain regarding the promotion of sign bilingualism in deaf education in the areas of research, policy and practice.
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