Deaf children's bimodal bilingualism and education

  title={Deaf children's bimodal bilingualism and education},
  author={Ruth Swanwick},
  journal={Language Teaching},
  pages={1 - 34}
This paper provides an overview of the research into deaf children's bilingualism and bilingual education through a synthesis of studies published over the last 15 years. This review brings together the linguistic and pedagogical work on bimodal bilingualism to inform educational practice. The first section of the review provides a synthesis of the research, addressing linguistic, cognitive and social aspects of bimodal bilingualism. This is followed by a focus on bimodal bilingual language… Expand
Early Intervention Protocols: Proposing a Default Bimodal Bilingual Approach for Deaf Children
Current research suggests that bimodal bilingual early interventions at deaf identification provide children language foundations that can lead to more effective outcomes and serve as multifaceted tools in a deaf child's repertoire as language and modality preferences develop and solidify. Expand
Bilingual approach in the education of deaf and hard of hearing children
The bilingualism of deaf and hard of hearing children implies the knowledge and regular use of sign language, which is used by the community of deaf people, and of spoken language, which is used byExpand
Awareness of the benefits of sign bilingual education in the education of deaf children in Zimbabwe
The study sought to interrogate the extent administrators, teachers and deaf children in the few mainstream schools that used sign bilingual education in Zimbabwe were aware of the benefits of signExpand
This study sought to establish and examine challenges that could be experienced in the practice of sign bilingual education as a strategy for inclusion of deaf children in mainstream schools inExpand
Investigating deaf children’s plural and diverse use of sign and spoken languages in a super diverse context
Abstract This 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 fromExpand
Language Modality for Deaf or Hard of Hearing Preschoolers: Maine Parents' Decision-Making
Both parental decision-making and the choice of language modality for Deaf and Hard of Hearing (DHH) children have been studied. In investigating the two subjects in conjunction with a bilingualExpand
Systematic Review of Literature: Literacy Learning Strategies for Children and Young People who are Deaf or Hard of Hearing and Use Signed Language (Auslan)
This systematic review is a resource for teachers of deaf or hard of hearing (D/HH) school students who use sign language and for other professionals concerned with literacy strategies as part ofExpand
Teaching English as a Foreign Language to Deaf and Hard-of-Hearing Students at One School in Kazakhstan
Teaching English as a Foreign Language to Deaf and Hard-of-Hearing Students at One School in Kazakhstan In 2007, Kazakhstan launched its trilingual education policy which implemented the significantExpand
Discourses of prejudice in the professions: the case of sign languages
These misperceptions are exposed as based in prejudice and institutions involved in educating professionals concerned with the healthcare, raising and educating of deaf children to include appropriate information about first language acquisition and the importance of a sign language for deaf children are urged. Expand
Educational inclusion of children who are deaf or hard of hearing and from migrant Roma families: Implications for multi-professional working
ABSTRACT This research examined the educational inclusion of children who are deaf or hard of hearing (DHH) and from Roma families who have migrated to England. The study was co-developed withExpand


Policy and practice in sign bilingual education: development, challenges and directions
Abstract A sign bilingual approach to the education of deaf children was first introduced in the UK in 1990. This paper reviews the growth of sign bilingual education in the UK and documentsExpand
Language use and awareness of deaf and hearing children in a bilingual setting
This chapter describes sociolinguistic observations made in a bilingual classroom with Deaf and hearing elementary-school pupils and their teachers. The first part of the chapter discusses theExpand
The Impact of Bimodal Bilingual Parental Input on the Communication and Language Development of a Young Deaf Child
Abstract This study explores the impact of bimodal bilingual parental input on the communication and language development of a young deaf child. The participants in this case study were aExpand
Orange Eyes: Bimodal Bilingualism in Hearing Adults from Deaf Families
Different aspects of bilingualism have been studied all over the world, and the studies have looked at a wide range of topics in spoken- language bilinguals such as patterns of code switching, theExpand
Teacher-assigned literacy events in a bimodal, bilingual preschool with deaf and hearing children
This article reports on a study of literacy practices in a Norwegian preschool where deaf and hearing children are enrolled in the same group and where communication is based on both sign languageExpand
Sign bilingual deaf children's approaches to writing: individual strategies for bridging the gap between BSL and written English
AbstractThis paper explores ways in which individual bilingual deaf children approach the task of writing in English in response to a British Sign Language (BSL) source. Individual case studies areExpand
Shifting contexts and practices in sign bilingual education in Northern Europe: Implications for professional development and training.
This chapter reviews concepts and approaches in bilingual education for deaf children from a Northern European perspective. Changes in thinking and practice are proposed that respond to shifts inExpand
Bilingualism and bilingual deaf education
Preface 1. Bilingualism and Bilingual Deaf Education: Time To Take Stock Harry Knoors, Gladys Tang, and Marc Marschark Part 1. Linguistic, Cognitive and Social Foundations 2. Language Development andExpand
Teachers' perceptions of promoting sign language phonological awareness in an ASL/English bilingual program.
  • Peter K. Crume
  • Psychology, Medicine
  • Journal of deaf studies and deaf education
  • 2013
The findings reveal that the participants had strong beliefs in developing students' structural knowledge of signs and used a variety of instructional strategies to build students' knowledge of sign structures in order to promote their language and literacy skills. Expand
Practitioner Talk on Deaf Children's Reading Comprehension: Analysing Multiple Voices
Abstract This study examined different perspectives of deaf education practitioners on deafness and reading comprehension. This involved a full deaf education support team comprising teachers of theExpand