Bilingual Education For The Deaf In Sweden

Svartholm, Kristina

doi:10.1353/sls.1993.0002

Cited by 62 publications

(17 citation statements)

References 9 publications

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“…Vercaingne-Ménard et al 2005, bilingual deaf education in Sweden, cf. Svartholm 1993, Bagga-Gupta 2004, the bilingual education service in France, cf. Leroy 2005Leroy , 2010, and the programmes in Hamburg and Berlin, cf.…”

Section: Spoken Language and Written Languagementioning

confidence: 99%

“…Speech/hearing therapy and promotion of spoken language development would be provided on an individual basis, outside regular classroom teaching, in accordance with the students' abilities. This practice was adopted in Sweden, where the training of speech skills "is kept apart from other parts of teaching, such as reading texts in the classroom for the purpose of mastering their contents" (Svartholm 1993: 299, BaggaGupta 2004. As Svartholm (2002: 1) explains, in the Swedish model the promotion of the L2 oral language is conceived of as a "'silent' second language, i.e.…”

Section: Spoken Language and Written Languagementioning

confidence: 99%

“…This was the case of the bilingual education model adopted until recently in Sweden and one of the bilingual programmes established in France, namely, the one in Toulouse (IRIS) (Leroy 2005: 73). In Sweden, there is one national curriculum with a supplementary curriculum for special schools (Svartholm 1993: 299, Hult & Compton 2012. Swedish and Swedish Sign language are recognised as languages of instruction.…”

Section: Curriculum Languages: Language Choice and Language Planning mentioning

confidence: 99%

“…16 Sweden, for example, is commonly taken as a reference regarding the institutionalisation of bilingual education of deaf students (Ahlgren 1994;Bagga-Gupta 2004;Bergman 1994;Svartholm 1993;Mahshie 1997). However, there has also been some criticism suggesting that the top-down model is not devoid of shortcomings.…”

Section: Top-down Processesmentioning

confidence: 99%

“…The discrepancy between expectations and practice becomes apparent even in Sweden where, more than a decade after the implementation of the revised curriculum, competences of the hearing teaching personnel in Swedish Sign Language were still found to be wanting (mentioned by Ahlgren 1991;Svartholm 1993), despite the "developmental program" that was still in progress at the time (Svartholm 1993: 300). According to Bagga-Gupta & Domfors (2003: 75) teachers at the five regional schools estimated that they were competent in sign language (no interpretation is provided in this school setting).…”

Section: Teacher Qualificationsmentioning

confidence: 99%

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Sign Bilingualism in education: challenges and perspectives along the research, policy, practice axis

Plaza-Pust¹

2016

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The Ishara Research Series is dedicated to current research in sign language linguistics and Deaf Studies. The series is designed for publications that are of current relevance to the field, but are not easily accommodated within the scope of conventional outlets. In addition, this innovative format is ideal for young researchers and first-time authors publishing work of high academic quality. The series is intended to be a tool for stimulating research in emerging areas, with particular emphasis on promoting Deaf authors and authors in countries where sign language studies and Deaf Studies are not established disciplines yet. Editorial board Anastasia Bradford AcknowledgementsWhen I set out to work on bilingualism and deafness, I was not only intrigued by a type of bilingualism that involves two different modalities of expression. I was also impressed by the complexity of internal and external factors that shaped its development and maintenance. It became clear very soon that a comprehensive understanding of sign bilingualism required a cross-disciplinary approach that would allow for the consideration of the socio-linguistic, psycholinguistic and educational factors that determine deaf learners' bilingual development of a sign language and an oral language. In practice, this meant not only going beyond a developmental linguistics approach and adopting an integrated perspective on bilingualism and deafness, but also engaging in a dialogue with diverse experts, exchanging with professionals on the spot, sitting in on classes and exchanging with the bilingual deaf students themselves.The results of the research undertaken are presented and discussed in two volumes that appear in parallel. The present work complements the volume on bilingualism and deafness in which I explore language contact in the bilingual language acquisition of sign language and written language. In that volume, education is taken into consideration in the discussion of the internal and external factors that determine the development and maintenance of sign bilingualism. In the present work, we narrow the focus on sign bilingualism in deaf education and the challenges and perspectives of a bilingual promotion of deaf learners in the educational domain.

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Section: Spoken Language and Written Languagementioning

confidence: 99%

Section: Spoken Language and Written Languagementioning

confidence: 99%

Section: Curriculum Languages: Language Choice and Language Planning mentioning

confidence: 99%

Section: Top-down Processesmentioning

confidence: 99%

Section: Teacher Qualificationsmentioning

confidence: 99%

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Sign Bilingualism in education: challenges and perspectives along the research, policy, practice axis

Plaza-Pust¹

2016

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Being there is not enough: inclusion is both deaf and hearing

Komesaroff

McLean

2006

Deafness Educ. Int.

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Reflexiones sobre la escritura y la alfabetización de los niños sordos

Viader¹,

Pertusa²

1996

Revista de Logopedia, Foniatría y Audiología

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IntroducciónEl lenguaje, como argumenta Vigotsky (1978) es una forma de comunicación y a la vez una forma de representación que facilita el desarrollo cognitivo. Lo que determina el potencial semiótico del lenguaje no es su formalización, sino que esté inmerso en el flujo de actividades interpersonales. De ahí la importancia de que exista una lengua como sistema de comunicación compartido por los interlocutores.Las personas oyentes desde el momento del nacimiento están inmersas en un mundo social del cual reciben estímulos por el canal auditivo, entre otros. Ello les permite ir aprendiendo el lenguaje oral sin que sea necesaria una intencionalidad por parte de los adultos (Fernández Viader, 1992a; Wells,1988 Pero las personas sordas se ven privadas de este canal para captar la información y, en consecuencia, utilizan preferentemente otras vías, como son el canal visual y el cinestésico, lo que les orienta hacia otras formas de comunicación (Fernández Viader,1992b).Es conocido que las Lenguas de Signos de las comunidades de personas Sordas son lenguas naturales, que tienen estructura propia y cumplen las mismas funciones que las lenguas orales. Diferentes autores han enfatizado el interés de la Lengua de Signos para la población Sorda como instrumento de mediación semiótica para el * Las autoras participan en el Proyecto Digycit PS 94-0234

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Bilingual Education For The Deaf In Sweden

Cited by 62 publications

References 9 publications

Sign Bilingualism in education: challenges and perspectives along the research, policy, practice axis

Sign Bilingualism in education: challenges and perspectives along the research, policy, practice axis

Being there is not enough: inclusion is both deaf and hearing

Reflexiones sobre la escritura y la alfabetización de los niños sordos

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