4 Plurilingualism in Deaf Education in France: Language Policies, Ideologies and Practices for the Bimodal Bilingual Skills of Deaf Children

2021 ◽  
pp. 81-102
Author(s):  
Saskia Mugnier
Keyword(s):  
Deaf Education ◽  
Deaf Children ◽  
Language Policies

Dialogic Teaching and Translanguaging in Deaf Education

2018 ◽  
Author(s):  
Ruth Swanwick
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Deaf Education ◽  
Deaf Children ◽  
Learning Needs ◽  
Learning And Teaching ◽  
Diverse Learning ◽  
Language Context ◽  
Pedagogical Framework

This chapter proposes a pedagogical framework for deaf education that builds on a sociocultural perspective and the role of interaction in learning. Pedagogical principles are argued that recognize the dialogic nature of learning and teaching and the role of language as “the tool of all tools” in this process. Building on established work on classroom talk in deaf education, the issues of dialogue in deaf education are extended to consider deaf children’s current learning contexts and their diverse and plural use of sign and spoken languages. Within this broad language context, the languaging and translanguaging practices of learners and teachers are explained as central to a pedagogical framework that is responsive to the diverse learning needs of deaf children. Within this pedagogical framework practical teaching strategies are suggested that draw on successful approaches in the wider field of language learning and take into account the particular learning experience and contexts of deaf children.

scholarly journals Investigating deaf children’s plural and diverse use of sign and spoken languages in a super diverse context

2016 ◽  
Vol 7 (2) ◽  
pp. 117-147 ◽  
Author(s):  
Ruth Swanwick ◽  
Sue Wright ◽  
Jackie Salter
Keyword(s):  
Case Studies ◽  
Deaf Education ◽  
Individual Case ◽  
Deaf Children ◽  
Small Scale ◽  
Unique Type ◽  
The North ◽  
Context Data ◽  
Language Exposure ◽  
Diverse Context

AbstractThis paper examines the meaning of plurality and diversity with respect to deaf children’s sign and spoken language exposure and repertoire within a super diverse context. Data is drawn from a small-scale project that took place in the North of England in a Local Authority (LA) site for deaf education. The project documented the language landscape of this site and gathered five individual case studies of deaf children to examine their plural and diverse language practices at home and at school. Analysis of the language landscape and case studies from this context is undertaken in order to define and exemplify deaf children’s language plurality and diversity in terms of context and individual experience. Concepts of repertoire are explored with particular reference to the unique type of translanguaging that the plural use of sign and spoken languages affords. Implications of these preliminary insights are discussed in terms of the development of methodologies that are sensitive to the particular translanguaging practices of deaf children, and approaches to pedagogy that are appropriately nuanced and responsive to deaf children’s language plurality and diversity.

What We Can Learn From Hearing Parents of Deaf Children

2015 ◽  
Vol 39 (1) ◽  
pp. 67-84 ◽  
Author(s):  
Mary Flaherty
Keyword(s):  
Sign Language ◽  
Deaf Child ◽  
Deaf Education ◽  
Phenomenological Approach ◽  
Deaf Children ◽  
Deaf Community ◽  
Life Stages ◽  
Hearing Parents ◽  
Language Technologies ◽  
Depth Interviews

Hearing parents of deaf children face stresses and demands related to parenting a deaf child, including difficult choices about language, technologies, education and identity for their children (Marschark, 1997). To date, few researchers have discussed the unique challenges faced by this group. Through a series of semistructured, in-depth interviews with 18 parents, this study investigated the experiences of hearing parents of deaf children spanning various life stages. A phenomenological approach identified 5 themes most pertinent to understanding their experiences. Each theme offers insight, particularly for professionals, into the distinctive issues that might arise at the time of diagnosis of deafness and reveals the challenges hearing parents face when confronted with a barrage of decisions, including choice of oral or sign language, mainstream or special deaf education, and identity with the hearing or Deaf community. The central message from this work is to inform hearing parents of deaf children and professionals working with these parents of the likely challenges that they may face.

scholarly journals Deaf Education in Brazil: Contexts, Challenges, and Perspectives

2019 ◽  
pp. 343-360
Author(s):  
Cátia de Azevedo Fronza ◽  
Lodenir Becker Karnopp ◽  
Marjon Tammenga-Helmantel
Keyword(s):  
Higher Education ◽  
Bilingual Education ◽  
Deaf Education ◽  
Deaf Children ◽  
Ministry Of Education ◽  
Deaf Students ◽  
Brazilian Government ◽  
Enrollment Rates ◽  
Brazilian Sign Language ◽  
Education In Brazil

Changes in the past two decades have improved the position of the deaf in Brazil: Brazilian Sign Language (Libras) is an officially recognized language, deaf children can go to school, and bilingual education is available to deaf students. However, many deaf children do not attend school, and enrollment rates in high school and higher education are low. Moreover, the language policy views of the Brazilian deaf movement and the Brazilian Ministry of Education do not align. The deaf movement pleads for bilingual deaf schools, whereas the Brazilian government follows an inclusion policy. This chapter presents an overview of the position of the deaf in Brazil and their participation in education, considering national deaf policy and its implications for and impact on deaf education. Teaching practices in bilingual education are discussed, and recommendations and challenges for Brazilian deaf education are considered.

Educating Deaf Students

2006 ◽  
Author(s):  
Marc Marschark ◽  
Harry G. Lang ◽  
John A. Albertini
Keyword(s):  
Special Needs ◽  
Deaf Education ◽  
The United States ◽  
Research Literature ◽  
Deaf Children ◽  
Deaf Students ◽  
Education Today ◽  
The Common ◽  
Hearing Children ◽  
Historical Consideration

Over the past decade there has been a significant increase in interest from educators and the general public about deafness, special education, and the development of children with special needs. The education of deaf children in the United States has been seen as a remarkable success story around the world, even while it continues to engender domestic debate. In Educating Deaf Students: From Research to Practice, Marc Marschark, Harry G. Lang, and John A. Albertini set aside the politics, rhetoric, and confusion that often accompany discussions of deaf education. Instead they offer an accessible evaluation of the research literature on the needs and strengths of deaf children and on the methods that have been used-successfully and unsuccessfully-to teach both deaf and hearing children. The authors lay out the common assumptions that have driven deaf education for many years, revealing some of them to be based on questionable methods, conclusions, or interpretations, while others have been lost in the cacophony of alternative educational philosophies. They accompany their historical consideration of how this came to pass with an evaluation of the legal and social conditions surrounding deaf education today. By evaluating what we know, what we do not know, and what we thought we knew about learning among deaf children, the authors provide parents, teachers, and administrators valuable new insights into educating deaf students and others with special needs.

Bicultural, Bilingual, and Bimodal Deaf Education

2021 ◽  
Author(s):  
Gabrielle Jones
Keyword(s):  
Sign Language ◽  
Learning Strategies ◽  
Visual Learning ◽  
Deaf Education ◽  
The United States ◽  
Spoken Language ◽  
Therapeutic Interventions ◽  
Deaf Children ◽  
Deaf Community ◽  
Research Issues

Deaf education, particularly in the United States, is an ongoing and controversial conundrum. The term “deaf” applies not only to a medical diagnosis that defines hearing loss and speech ability but also to a cultural and linguistic recognition of a way of life that is deeply rooted in deaf community practices often unknown to “hearing” communities. The tension between these different philosophical and epistemological worldviews starts the moment a baby is identified as “deaf.” This identification affects language and modality choice, school placement, literacy instruction, curriculum, academic achievement, marriage partners, social groups and organization, and even meaningful and equitable employment. The inherent struggle in deaf education is the desire on the part of monolingual, hearing-centric educators, professionals, and parents to rely on technological solutions or therapeutic interventions to produce “hearing” speaking citizens. These participants are expecting the same outcomes from deaf children as they are from hearing children, emphasizing auditory/oral learning without understanding the sociocultural, linguistic, and biological challenges experienced by deaf children. While inclusive education may seem to “accommodate” the idea of equality, perversely those who experience the process can vouch for the inequalities, inequity, and injustice in monolinguistic deaf education. Most of society has yet to recognize that education of deaf children is necessarily embodied in a far more complex cultural and linguistic ecosystem. For American deaf persons, this ecosystem involves American Sign Language, visual learning strategies within culturally and linguistically driven content instruction, and cultural traditions and experiences that are indigenous to deaf communities. How are best practices addressed when the medium of instruction differs in modality and structure (i.e., spoken language vs. signed language); when reading instruction involves a different mapping process; when school assessments are only available in a spoken language; and when lack of teacher qualifications may hinder learning. Historically, conflict over language ideologies has dominated academic discourse about classroom pedagogy, literacy, teacher training, and educational research. Issues of power and language dominance emerge around curriculum instruction and assessment, as deaf individuals struggle to take their rightful place in a largely hearing deaf education environment. However, both hearing and deaf scholars in the field of neuroscience, child development, and Deaf studies have contributed to critical understanding about a bilingual-bimodal ecosystem in deaf education. This research has set the stage for reevaluating systematic, linguistic, and pedagogical traditions and has raised ethical questions regarding education and sign language research with deaf participants. By including members of the deaf community in the discourse, the emergence of a new practice of bilingual-bimodal education for deaf children secures a sociocultural and sociolinguistic foundation for all deaf children. Research findings support the veracity of a bilingual-bimodal deaf education classroom.

Hundred Languages of Deaf Children: Exploring the Reggio Emilia Approach in Deaf Education

2018 ◽  
Vol 163 (3) ◽  
pp. 294-327
Author(s):  
Julie Mitchiner ◽  
Christi Batamula ◽  
Bobbie Jo Kite
Keyword(s):  
Deaf Education ◽  
Reggio Emilia ◽  
Deaf Children ◽  
Reggio Emilia Approach

scholarly journals Annetta T. Mills and the Origin of Deaf Education in China

2021 ◽  
Vol 10 (1) ◽  
pp. 84-99
Author(s):  
Shu Wan
Keyword(s):  
Deaf Education ◽  
Education Institution ◽  
The United States ◽  
Deaf Children ◽  
Industrial Training ◽  
Transnational Community ◽  
History Of ◽  
Native Teachers ◽  
School For The Deaf ◽  
Education In China

As the first education institution enrolling deaf children in China, the Chefoo School for the Deaf (which will be called “Chefoo School” in the rest of this article) was originally established by the American missionary couple Charles R. Mills and Annetta T. Mills. In the first decade of the twentieth century, the Chefoo School succeeded in attracting students across the country. For investigating Mills’s contributions to the proliferation of Chinese deaf education in a transnational context, this article will consist of the following three sections. The first section primarily discusses the early history of deaf education in China before the establishment of the Chefoo School in 1898. As early as the 1840s, Chinese elites had already gained firsthand knowledge of deaf education in the United States. Around the 1870s, American and French missionaries respectively proposed to establish a specific deaf school, which took care of deaf children in Shanghai but failed to provide special education to them. And then the second section of this article will examine Mills’s efforts to seek financial support from the transnational community of deaf education. The final section of this article will switch to Mills’s agenda of localizing deaf education in China, including training native teachers fostering the proliferation of deaf education in China and providing industrial training to Chinese deaf children.

scholarly journals The Social and Epistemological Violence of Inclusive Education for Deaf Learners

2020 ◽  
Vol 9 (5) ◽  
pp. 185-213
Author(s):  
Kristin Snoddon
Keyword(s):  
Human Rights ◽  
Sign Language ◽  
Inclusive Education ◽  
Direct Instruction ◽  
Deaf Children ◽  
Educational Systems ◽  
Educational Practices ◽  
Language Policies ◽  
The Social ◽  
Epistemological Violence

This paper begins by describing several recent human rights complaints brought by Canadian parents of deaf children who have not been able to access an education in sign language in provinces where a deaf school has been closed. The paper outlines some ways in which so-called inclusive educational systems perpetuate social and epistemological violence by depriving deaf children of direct instruction in sign language and access to a community of signing deaf peers. Inclusive educational systems have disrupted intergenerational sign language transmission and resulted in deaf children’s loss of identity. The paper calls for sign language policies and sign language-medium educational practices to ensure the viability of deaf futures.

scholarly journals A APRENDIZAGEM MATEMÁTICA DE SURDOS: enunciados que circulam nos Cadernos Cedes

2015 ◽  
Vol 22 (1) ◽  
pp. 75
Author(s):  
Daiane Kipper ◽  
Janete Inês Müller ◽  
Cláudio José de Oliveira
Keyword(s):  
Children And Adolescents ◽  
Mathematics Learning ◽  
Deaf Education ◽  
Deaf Children ◽  
Deaf Students ◽  
School Settings ◽  
Theoretical Perspectives ◽  
And Mathematics ◽  
Teaching Learning ◽  
Empirical Material

Neste trabalho, estamos interessados em examinar um conjunto de artigos publicados no número noventae um (91) dos Cadernos Cedes, que abordam a aprendizagem de matemática por crianças e adolescentessurdos. Para o exercício analítico, na perspectiva foucaultiana, apoiamo-nos na ferramenta teórico-metodológica doenunciado. Para tal, discutimos o material empírico desta investigação, considerando a metodologia, o referencialteórico e os resultados produzidos pelos autores em seus artigos. O material analisado apresentou aproximaçõesem relação à metodologia das investigações, visto que o desenvolvimento das pesquisas dá-se em ambientes escolares,por meio de atividades com alunos, tendo como foco crianças e adolescentes. Das análises, emergiramenunciados relacionados à aprendizagem matemática por crianças e adolescentes surdos, tais como: as criançassurdas estão atrasadas em relação às ouvintes; a exposição à língua de sinais melhora o desempenho da criançasurda; existem experiências educacionais prévias em contextos informais; a visualidade é fundamental no ensino/aprendizagem da matemática; há uma emergência de criação de sinais nessa área. Nesse sentido, mesmo que aspesquisas sejam desenvolvidas com base em diferentes perspectivas teóricas, são recorrentes os enunciados queposicionam as crianças e jovens surdos como ‘atrasados’ em relação aos ouvintes de mesma faixa etária, e issopor não atenderem a um padrão cultural pré-determinado, sobretudo pela Matemática Escolar da ModernidadePalavras-chave: Educação de surdos. Cadernos Cedes. Matemática. DEAF STUDENTS AND MATHEMATICS LEARNING: statements found in Cadernos CedesAbstract: In this paper, we are interested in examining a group of papers published in Cadernos Cedes numberninety-one (91), which addresses mathematics learning by deaf children and adolescents. For such analytical exercise,grounded on the Foucauldian perspective, we have been supported by the theoretical-methodological tool ofenunciation. We have discussed the empirical material of this investigation by considering the methodology, theoreticalreferences and results produced by the authors in their papers. The analyzed material showed approximations interms of methodology, since the researches were carried out in school settings by means of activities with students,with a focus on children and adolescents. From the analyses, some enunciations related to mathematics learning bydeaf children and adolescents have emerged, such as the following: deaf children lag behind their hearing peers; exposureto sign language improves deaf children’s performance; there are previous educational experiences in informalcontexts; visualization is fundamental in mathematics teaching/learning; there has been an increase in signs inthis area. In this sense, even though the researches were based on different theoretical perspectives, enunciationspositioning deaf children and adolescents as ‘delayed’ in comparison with same-age hearing peers are recurrent,as deaf students do not fit the cultural standard that has been predetermined by School Mathematics in ModernityKeywords: Deaf education. Cadernos Cedes. Mathematics. EL APRENDIZAJE MATEMÁTICO DE SORDOS: enunciados que aparecen en los Cadernos CedesResumen: En este trabajo, estamos interesados en examinar un conjunto de artículos publicados en el númeronoventa y uno (91) de los Cadernos Cedes, que tratan del aprendizaje de matemáticas por niños y adolescentes sordos.Para el ejercicio analítico, en la perspectiva foucaultiana, nos apoyamos en la herramienta teórico metodológicadel enunciado. Para eso, discutimos el material empírico de esta investigación, considerando la metodología,el referencial teórico y los resultados producidos por los autores en sus artículos. El material analizado presentóaproximaciones en relación a la metodología de las investigaciones, ya que el desarrollo de las pesquisas ocurreen ambientes escolares, a través de actividades con alumnos, teniendo como enfoque niños y adolescentes. De losanálisis surgieron enunciados relacionados al aprendizaje matemático por niños y adolescentes sordos, tales como:los niños sordos están retrasados en relación a los oyentes; la exposición a la lengua de señas aumenta el desempeñodel niño sordo; hay un retraso de los estudiantes sordos en matemáticas; existen experiencias educacionalesprevias en contexto informales; la visualidad es fundamental en la enseñanza/aprendizaje de la matemática; hayuna emergencia de creación de señas en esa área. En ese sentido, aunque las pesquisas sean desarrolladas conbase en distintas perspectivas teóricas, son recurrentes los enunciados que posicionan los niños y jóvenes sordoscomo ‘retrasados’ en relación a los oyentes de misma franja etaria; y eso por no hacer parte de un patrón culturalpredeterminado principalmente por la Matemática Escolar de la Modernidad.Palabras clave: Educación de sordos. Cadernos Cedes. Matemáticas.

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